Principles of Sociocultural Assessment

Principlesof Sociocultural Assessment

Accordingto table 1 of ‘”, there areseveral concepts and principles that have to be checked against acertain checklist in order to ensure that they are effective. Some ofthe items on the checklist include feasibility, efficiency,validity, content, task and participation. The two checklist itemsthat will be discussed in this paper are feasibility and validity.

Feasibility

Thischecklist item has been put in pace when considering the concept ofhow useful a measure is for the stakeholders. The fact that theincrease in diversity in American schools is closely linked to thedecrease in its performance as compared to other placesinternationally has been a worrying issue for all stakeholdersinvolved. There are several stakeholders to keep in mind in aneducational institution (Smith, 2004).

Themanagement, parents and ESL students are some of the stakeholdersinvolved. In order to ensure that the ESL students are wellintegrated into the learning process of the university and that theyare able to take in as much information from the lecturers as theother students is the key issue here. For this to happen there haveto be assessment measures put in place to ascertain whether thesestudents can be able to adjust to meet the university requirements asfast as possible (Smith, 2004).

Whentrying to figure out the best ways of accomplishing this, theeducators need to pick out what will be useful for all stakeholders.Some of the principles behind this concept are how educative andpractical these measures will be. Practical measures refer to whetherthey are feasible and efficient. These are the two checklist itemsused to determine how practical these educative measures will be.

Feasibilityrefers to whether the measure will be possible for the educators andstudents to handle the work load as well as the resources involved(Smith, 2004). The educative measures put in place have to be suchthat the instructors will be able to manage the workload and that theresources will be sufficient to handle a particular number ofstudents at the same time.

Validity

Whenevaluating how meaningful a measure is for the purpose at hand, thereare two principles to consider. These are its relevance and accuracy.If a measure is relevant, it should emphasize on the students’understanding of the principles at hand. As a result, it should befocused primarily on ensuring that the students are well versed withthe English language, so much so that they would be able toparticipate just as much as the other students in the university.

Accuracyis the other principle that is considered in this case. Howaccurately does the measure achieve the objectives for which it ispurposed? These is the main concern for the educators. Validity fallsunder this principle as one of the checklists used to determine howaccurate a measure is (Smith, 2004). How valid an educative measureis depends on whether or not it achieves the purpose for which it isdefined and whether the format of the assessment follows theinstruction.

Ameasure is only effective if it follows all the requirements setforth in the table. Validity ensures that the educators use theinstructions that are approved in order to ensure that the studentswill be conversant with the subject at the end of the course.

References

Smith,M.E., Teemant, A. Pinnergar, S., (2004).&nbspPrinciples andPractices of Sociocultural Assessment: Foundations for EffectiveStrategies for Linguistically Diverse Classroom. MulticulturalPerspectives.