Tuesday, October 06, 2015

"Can the Common Core State Standards English Language Arts be adapted for the assessment of Chinese EFL learners? A preliminary investigation." FORMATIVE REFERENCE LIST

WORK IN PROGRESS - 2015.10.19

SEARCH TERMS [SUPrimo>articles and databases]

  • "common core state standards" AND English AND assessment AND EFL = 0 results
  • "common core state standards" AND English AND assessment NOT mathematics = 191, (76 full text online; 76 peer reviewed)
Bailey, A. and Carroll, P. (2015). Assessment of English Language Learners in the Era of New Academic Content Standards. Review of Research in Education, 39(1), pp.253-294.[largely concerned with national (US) structure of EL assessment, but some interesting off-topic details: (a) placement at K in US is assessed with 50/50 Speaking/Listening domains. California tests Reading & Writing but only given weighting of 5% each. (b) EG Illinois uses WIDA MODLE Assessment, (Grade specific).] 

Baines, L. 2011. Stalinizing American education. Teachers College Record, September 16. [Unavailable - copy not yet requested]

Conley, D. T. (2015). A new era for educational assessment. Education Policy Analysis Archives, 23(8). http://dx.doi.org/10.14507/epaa.v23.1983

The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. (2015). 

How Next-Generation Standards and Assessments Can Foster Success for California’s English Learners. (2011). 

Ogletree, A., Ogletree, S., & Allen, B. (2014). Transition to Online Assessments: A Personal Perspective of Meeting Common Core State Standards in an Elementary School in Georgia. Georgia Educational Researcher11(1), 170.["What changes are required to implement online testing in an elementary school setting? What problems were encountered during the transition?"]

Tienken, C. (2012). The Common Core State Standards: The Emperor Is Still Looking for His Clothes. Kappa Delta Pi Record, 48(4), pp.152-155. [Opines that CCSS has no validity, and questions research by Conley (2011), - particularly lack of control group. Also suggests single "curriculum" is inappropriate for all students, given enormously variable educational/career needs. Many references to mid 20th C papers. Polemical tone. "I don’t want my auto mechanic to have mastery of the same exact content and set of skills as my website designer, my accountant, or my university department chair.": Published by http://www.kdp.org/index.php] 

Vásquez, Anete; Hansen, Angela L.; Smith, Philip C. 2013, Teaching Language Arts to English Language Learners, e-book, accessed 07 October 2015,

Welner, K. (2014). The Lost Opportunity of the Common Core State Standards. Phi Delta Kappan, 95(7), pp.39-40. [cf use of CCSS simply as standards versus political/economic factors in USA; i.e., controversy there is in implications of implementation, irrelevant (?) to BE situation. Their quality simply as standards is endorsed.]

SEARCH TERMS (Google Scholar)

  • "People's Republic of China" young learner English reading assessment [since 2014] = 645

Perspectives on Teaching and Learning English Literacy in China
Jiening Ruan and Cynthia B. Leung. Springer (Eds.), 2013. 178 pp. ISBN 978- 9400749931 [REALLY need to consult this book. No copy at Strathclyde Lib. Glasgow has electronic copy but can't work out how to get access - need to discuss with Strath Lib.]

Zhang, H. S. (2014). Morphological Awareness in Vocabulary Acquisition Among Chinese‐Speaking Children: Testing Partial Mediation via Lexical Inference Ability. Reading Research Quarterly50(1), 129-142.

  • '"common core state standards" neoliberal'

Au, Wayne. (2013). Coring social studies within corporate education reform: The Common Core State Standards, social justice, and the politics of knowledge in U.S. schools. 4(5). Retrieved [20151015] from http://ojs.library.ubc.ca/index.php/criticaled/article/view/182278 [Outlines opposition to CCSS from both right and left in US politics, cites Tienken 2012 with some approval; concedes that "[T]he CCSS certainly are in many ways more constructivist than previous state standards, and in some important ways they focus on higher-order skills."]

Sanford, A. D. (2012). A Foucaultian Genealogy of the Common Core State Standards' Production of Secondary English Language Arts and the English Language Arts Student. Unpublished doctoral dissertation. University of Georgia, Athens, GA. ["Neoliberalism’s education discourse... broadens the industrial model of schooling within a market-driven context so that the focus is on the student as output measured by assessment data aligned to standards of success."