Wexler, J., & Pyle, N. (2012) conducted an interview on a high school dropout and his personal experience due to Asian American stereotyping. The child’s name was Andy, an Asian American student who dropped out in the 12th grade. Early on Andy struggled being in a school that had only three other Asian American. He quickly fell behind due to the lack of resources he middle-class suburban peers …show more content…
Few norm-referenced tests have a good representation of English Language Learners. CBA is beneficial to students who are English Language Learners (ELL) (for example, if a student is a first generation American and the family did not speak English in the home). CBA assesses students on material they are expected to learn, its outcomes are linked to instruction, it is shown to be a reliable and valid measure of student performance in reading, writing and spelling, it is sensitive to short or long-term changes in student performance, and it can be used at an individual or program level. It is great in that it adapts to students’ needs and can incorporate multicultural materials. If the student is considered an ELL this assessment type is great for taking language proficiency into consideration, it can be conducted bilingually, and it can assess ELL or bilingual functioning within the context of the curriculum. CBA consists of portfolio assessment, observations, error analysis, informed reading inventories, writing samples, work samples, teach-test-teach, criterion referenced testing, and books, stories, or newspapers. Using a CBA strategy will aid in ensuring a child is adequately understanding what is actually going on in his or her classes. It is also a great way to collect a variety of information to