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Using Technology to Address the Challenges to Effective Assessment of Young Learners who are Immigrants

Using Technology to Address the Challenges to Effective Assessment of Young Learners who are Immigrants
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Author(s): Esther Ntuli (Idaho State University, USA)and Arnold Nyarambi (East Tennessee State University, USA)
Copyright: 2014
Pages: 20
Source title: Cross-Cultural Considerations in the Education of Young Immigrant Learners
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Grace Onchwari (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-4928-6.ch017

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Abstract

Assessment is an integral part of teaching and learning. Assessment data is gathered to monitor progress and developmental gains in child development and learning, to guide curriculum planning and decision making, to identify special needs, and to evaluate the effectiveness of early childhood programs. Current research indicates that assessment data gathered from children who are immigrants does not always lead to the development of effective curriculum and instruction, and the data is not reliable in identifying immigrant children with special needs. This chapter discusses the possible technologies available to mitigate the threats and challenges that continue to affect the gathering of effective assessment data from young learners who are immigrants.

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