Paper Summary:

The paper examines alternative assessment methods such as portfolios, multiple intelligence projects and rubrics used in bilingual science education classes of middle school students. The paper demonstrates the challenges of assessment in the science curriculum and bilingual education. The paper concludes that given the challenges created in both these educational contexts, there is a direct impetus for educators to consider the use of alternative assessments for the English as a second language (ESL) science curriculum.

Outline:
Introduction
Literature Review
Summary/Conclusion

From the Paper:

"Over the course of the last two decades, the number of students classified as ESL (English as a Second Language) learners has increased dramatically. Demographic changes in the general population have created a situation in which many children do not utilize English as their first language. Although efforts to improve services to ESL students have increased in recent years, educators and students continue to face notable challenges when it comes to both academic achievement and overall assessment."

Sample of Sources Used:

• Craig, D.V. (2007). Alternative, dynamic assessment for second language learners. ERIC Database, (ED453691), 1-17.
• Barlow, L., & Coombe, C. (2000). Alternative assessment Acquisition in the United Arab Emirates. ERIC Database, (ED448599), 1-8.
• Bybee, R.W., & Van Scotter, P. (2007). Reinventing the science curriculum. Educational Leadership, 64(4), 43-47.
• Fitch, G.K. (2007). A rubric for assessing a student's ability to use the light microscope. American Biology Teacher, 69(4), 211-214.
• Gaskill, M., & McNulty, A., & Brooks. D.W. (2006). Learning from WebQuests. Journal of Science Education & Technology, 15(2), 133-136.

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