Thus assessing ELLs needs authenti assessments that may consists documents

Thus assessing ells needs authenti assessments that

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fits all” assessment program does not really work. Thus, assessing ELLs needs authentic assessments that may consists documents showing the students’ evidenced abilities to indicate progress in their learning activities (Lenski et al., 2006), while teachers are tasked to design assessment criteria to measure students’ achievements (Rasetyo, 2017). 3
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ASSESSMENT ADAPTATION References Bennett, C. (2015). Comprehensive multicultural education: Theory and practice. Eighth Edition. Pearson Education Inc. Herrera, S. G., Murry, K. G., & Cabral, R. M. (2013). Assessment accommodations for classroom teachers of culturally and linguistically diverse students (Second ed.). Pearson. Retrieved from Susan Davis Lenski, Fabiola Ehlers-Zavala, Mayra C. Daniel, & Xiaoqin Sun-Irminger. (2006). Assessing English-Language Learners in Mainstream Classrooms. The Reading Teacher, 60(1), 24. Rasetyo, Hazairin. (2017). Developing Authentic Assessment for Reading Competence. 10.2991/conaplin-16.2017.21. 4
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ASSESSMENT ADAPTATION Appendix A Front Page of the Social Studies Assessment 5
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ASSESSMENT ADAPTATION Appendix B Page 1 (Objective and Instructions) 6
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ASSESSMENT ADAPTATION Appendix C Pocahontas 7
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ASSESSMENT ADAPTATION 8
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