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DOCUMENT RESUME TM 022 684 ED 390 876 Keel, Pat, Ed. AUTHOR Assessment in the Multi-Ethnic Primary Classroom. TITLE ISBN-0-948080-51-5 REPORT NO PUB DATE 94 NOTE 135p. Trentham Books Limited Westview House, 734 London AVAILABLE FROM Road, Oakhill, Stoke-on-Trent, Staffordshire, England ST4 5NP United Kingdom. General (020) Collected Works Books (010) PUB TYPE Evaluative/Feasibility (142) Reports MF01/PC06 Plus Postage. EDRS PRICE *British National Curriculum; *Cultural Differences; DESCRIPTORS *Educational Assessment; Educational Legislation; Elementary Education; Equal Education; *Ethnic Groups; Foreign Countries; Minority Groups; *Multicultural Education; Standards; Student Evaluation; Testing Problems *England; Language Minorities IDENTIFIERS ABSTRACT As the assessments mandated by the British National Curriculum have come into use, teachers have found the core concern to be how to manage the assessment of each student's prcgress within the framework of the statutory requirements. This book focuses on the assessment of students of ethnic minority backgrounds and presents a collection of contributions by people involved in the day-to-day (1) "Beginnings of the delivery of education. They include: (2) "An Inexact Science--Issues Multi-Ethnic Classrcom" (Pat Keel); (3) "Educational Responses of Assessment" (Pauline Lyseight-jones); (4) "Assessing to Linguistic Diversity" (Updesh Porter and Pat Keel) ; (5) "Assessment of Young Children's Learning" (Celia Burgess-Macey); Bilingual Pupils: Issues of Fluency" (Maggie Gravelle and Elaine (6) "Assessing Primary Progress" (Elaine Sturman and Martin Sturman) ; (7) "The Role of Black Parents in Schools" (Patsy Daniels); Francis); (8) "OFSTED (Office for Standards in Education) Inspections and the Centrality of Equality of Opportunity in Raising Standards" (Rehana (9) "Resources for Raising Achievement" (Pat Keel); and (10) Minhas); (Contains 128 references.) (SLD) "Where To Next?" (Pat Keel), ***-AA**A********i * * Reproductions supplied by EDRS are the best that can be made * * from the original document. ********I'C ". "PERMISSK N TO REPRODUCE THIS U S DEPARTMENT Of EDUCATION Once of Educahonsi Rosewch and Improvement MAT RIAL nAS BEEN GRANTED BY r EDUCATIONAL RESOURCES INFORMATION ME-E CENTER (ERIC) his document has been reproduceo as receneed from the person Or Ofganrzahon ongrnatmg .1 0 M.nor changes have been made to unprove reproduCtiOn Quality TO THE EDUCATIONAL RESOURCES Points of view or opnions stled In 0115 00CV went do not necessanly represent otIrcrat INFORMATION CENTER (ERIC) OEM pos Pon or policy gitt, VA 4 44: M11.1 ? BEST COPY AVAILABLE 2 Assessment in the multi-ethnic primary classroom 3 Assessment in the multi-ethnic primary classroom edited by Pat Keel tb Trentham Books HI First published in 1994 by Trentham Books Limited Trentham Books Limited Westview House 734 London Road Oakhill Stoke-on-Trent Staffordshire England ST4 5NP © Pat Keel 1994 All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this puolication) without the prior written permission of the copyright owner, except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London WIP 9HE. Applications for the copyright owner's written permission to reproduce any part of this publication should be addressed in the first instance to the publisher. British Cataloguing in Publication Data A catalogue record for this book is available from the British Library. ISBN: 0 948080 51 5 Cover designed by Shawn Stipling. Designed and typeset by Trentham I'rint Design Limited, Chester and printed in Great Britain by Bemrose Shafron Limited, Chester iv 5 Contents Acknowledgement vii Abbreviations vii i Notes on contributions ix Introduction Assessment in the multi-ethnic p'rimary classroom Chapter 1 7 Beginnings of the multi-ethnic classroom Pat Keel Chapter 2 An inexact science -- issues of assessment Pauline Lyseight-jones Chapter 3 35 Educational Responses to Linguistic Diversity Updesh Porter and Pat Keel Chapter 4 47 Assessing young children's learning Celia Burgess-Macey Chapter 5 61 Assessment of bilingual pupils: issues of fluency Maggie Gravelle and Elaine Sturman Chapter 6 69 Assessing primary progress Elaine Sturman and Martin Fratwis ASSESSMENT IN THE MULTI-ETHNIC PRIMARY CLASSROOM 77 Chapter 7 The Role of Black Parents in Schools Patsy Daniels 87 Chapter 8 OFSTED inspections and the centrality of Equality of Opportunity in raising standards Rehana Minhas 101 Chapter 9 Resources for raising achievement Pat Keel 111 Chapter 10 Where to next? Pat Keel 117 Bibliography 7 vi Acknowledgements The publishers called this book a 'weepie', because it was so long and difficult in the making but neither the authors nor the publishers could prevent the National Curriculum assessment arran2ements also being long and difficult in the making. At different stages we waited for the picture to clarify, and we are still waiting. However it became clear thafthe principles upon which we began writing have remained valid and continue to apply. We and the publishers, especially Gillian Klein. worked closely throughout. Thanks are owed to everyone who contributed for their efforts and patience. Numerous other people. colleagues and, not least. our families, gave their time and support of all kinds the book could not have been written without them! vii ASSESSMENT IN THE MULTI-ETHNIC PRIMARY CLASSROOM Abbreviations Attainment Target AT Centre for Language in Primary Education CLPE Commission for Racial Equality CRE Centre for Urban Educational Studies CUES Department of Education and Science DES Department for Education DFE European Commission EC English as a foreign language EFL English as a second language ESL Grant Maintained GM Institutional Development Flan IDP Inner London Education Authority ILEA In-service educational training INSET Local Education Authority LEA Laoguage in ..he National Curriculum L1NC Local Mar agement of Schools LMS National Association for Language Development in the Curriculum NALD1C National Association for the leaching of English NATE National Curriculum Council NCC New Commonwealth Pupil NCP National Foundation for Educational Research NFER National Union of Teachers NUT Office for Standards in Education OFSTED Parents and children and teachers PACT Primary Language Record PLR Programmes of Study PoS Record of kchievement RoA Qualified teacher status QTS Standard Assessment Tasks SATs Schools Curriculum Assessment Authority SCAA School Examinations and Assessment Council SEAC Special Educational Needs SE-N Statement of Attainment I now I.evel Description] SoA Single Regeneration Budget SRB Teaching English to speakers of other languages TESOL Task Group on Assessment and Testing TGAT inited Kingdom UK 9 vitt Notes on Contributors Pauline Lyseight-jones has worked in primary. secondary. further and higher education and in the voluntary education sector. She has contributed to several books and journals. Currently she is General Inspector for Curriculum Evalu- ation and assessment in the London Borough of Ealing. Updesh Porter has taught in East Africa and in the UK. She has been involved in second language acquisition and .community language teaching and is currently a senior co-ordinator for Section 11 in Ealing. Celia Burgess-Macey is an early years and primary adviser in Lambeth Education Department and began her career as a child care officer. She contributed to the Rampton inquiry, worked as a tutor at CUES. and lectured at Anglia Polytechnic. She is joining the Early Years research team at the Institute of Education. Martin Francis is deputy headteacher in a Brent primary school, responsible for pastoral care. parental links and SEN. As a member of ALTARF lAti London Teachers Against Racism and Facism] he contributed to Challenging Racism the ALTARF 11984]. and Newsletter Issues in Race and Education. Elaine Sturman is an advisory teacher for assessment in Ealing and has teaching experience at both primary and secondary levels. She worked at CUES. and contributed to the ALTARF and Newsletter Issues in Race and Education and co-edited Bilingual Learners in Secondary S-hools. Maggie Gravelle has taught in inner-city primary and secondary schools for over 25 years and has wide experience of INSET. She runs a Section 11 funded project in Lewisham and is about to take up a post a Greenwich University. She has published articles in several journals including Issues in Race and Educa- tion. 1 0 ix