Assessment 360°: A Panoramic Framework for Assessing English Language Learners This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, ... Article
Article  |   July 01, 2010
Assessment 360°: A Panoramic Framework for Assessing English Language Learners
Author Affiliations & Notes
  • Nancy Lewis
    Nancy Lewis & Company, Boulder, CO
  • Nancy Castilleja
    Pearson Products, San Antonio, TX
  • Barbara J. Moore
    Anaheim Union High School District, Anaheim, CA
  • Barbara Rodriguez
    The University of New Mexico, Albuquerque, NM
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Language Disorders / Articles
Article   |   July 01, 2010
Assessment 360°: A Panoramic Framework for Assessing English Language Learners
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, July 2010, Vol. 17, 37-56. doi:10.1044/cds17.2.37
Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations, July 2010, Vol. 17, 37-56. doi:10.1044/cds17.2.37

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

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