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.
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-9472 |
| Date | 31 December 2013 |
| Creators | Ntuli, Esther, Nyarambi, Arnold |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
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