Literature – Related Project Personnel Publications

 

Books


Bailey, A.L., & Heritage, M. (2008). Formative Assessment for Literacy, Grades K-6: Building reading and academic language skills across the curriculum. Thousand Oaks, CA: Corwin/Sage Press.


Bailey, A. L. (2007). The Language Demands of School: Putting academic English to the test. New Haven, CT:

Yale University Press.


Heritage, M. (2010). Formative assessment: Making It Happen In the Classroom. Corwin Press: Thousand

Oaks, CA.


Journal Articles


Bailey, A.L. Heritage, M. & Butler, F. A. (2014). Developmental considerations and curricular contexts in the

Assessment of Young Language Learners. The Companion to Language Assessment. Wiley-Blackwell.


Bailey, A.L. (2012). Academic English. In J. Banks (Ed.) Encyclopedia of Diversity in Education. Thousand

Oaks, CA: Sage.


Bailey, A. L. & Huang, B. H. (2011). Do current English language development/proficiency standards reflect

the English needed for success in school? Language Testing, 28, 343-365.


Bailey, A.L., Huang, Y. & Escobar, M. (2011). I Can Explain: Academic Language for Science among Young

English Language Learners. In P. Noyce & D. Hickey (Eds.). New Frontiers in Formative Assessment. Cambridge, MA: Harvard Education Press.


Bailey, A. L. (2010). Assessment in Schools-Oracy. In James, M. (Section Ed). International Encyclopedia of

Education (Third Edition). Amsterdam: Elsevier.


Bailey, A. L. (2010). Implications for Assessment and Instruction. In M. Shatz, & L. Wilkinson (Eds.). The

Education of English Language Learners: Research to practice. New York: Guilford Press.


Bailey, A. L. (2008). Assessing the language of young learners. In E. Shohamy & N. H. Hornberger (Eds.)

Encyclopedia of language and education, Vol. 7: Language testing and assessment. (pp. 379-398). Berlin: Springer.


Bailey, A., Butler, F., & Sato, E. (2007). Standards-to-standards linkage under Title III: Exploring common

language demands in ELD and science standards. Applied Measurement of Education, 20 (1), 53−78.


Bailey, A. L. & Butler, F. A. (2004) Ethical Considerations in the Assessment of the Language and Content

Knowledge of English Language Learners K-12. Language Assessment Quarterly, 1, 177-193.


Heritage, M. (forthcoming). Gathering Evidence of Student Understanding. In J. McMillan. (ED). Sage

Handbook of Research on Classroom Assessment.


Heritage, M. (2011). Knowing What to Do Next: The Hard Part of Formative Assessment? CADMO, The

Journal of the Association for Educational Assessment, Europe.  FrancoAngeli: Milan, Italy.


Heritage, M. (October, 2007) Formative assessment: what teachers need to know and do. Phi Delta

Kappan.89 (2) Phi Delta Kappan International: Bloomington, IN. pp.140-146


Heritage, M., Kim, J., Vendlinski, T. Herman, J. (Fall, 2009). From evidence to action: a seamless process in

formative assessment? Education Measurement: Issues and Practice. 28, (3), pp. 24-31. Blackwell: New York.


Heritage, M., & Bailey, A. L., (2006). Assessing to Teach. An Introduction. Educational Assessment, 11 (3 &

4), 145-148.


Jones, B., Aguirre-Muñoz, Z., Boscardin, C.K., & Park, J. (April, 2006). Academic language and procedural

scaffolding in writing instruction. Paper presented at the American Educational Research Association Annual Meeting, San Francisco, CA.


Reynolds Kelly, K., & Bailey, A. L., (2012). Becoming independent storytellers: Modeling children’s

development of narrative macrostructure. First Language Online. Available at http://fla.sagepub.com/content/33/1/68


Commissioned Papers


Bailey, A.L. & Wolf, M., Kim, (2012). The Challenge of Assessing Language Proficiency Aligned to the

Common Core State Standards and Some Possible Solutions. Understanding Language Initiative, Commissioned Paper, Stanford University, CA. Available at http://www.ell.stanford.edu



Heritage, M. (February, 2008). Learning progressions: supporting instruction and formative assessment. Paper

Commissioned by the Council of Chief State School Officers: Washington DC.



Walqui, A., & Heritage, M. (2012). Instruction for Diverse Groups of ELLs.

Commissioned Paper, Stanford University, CA. Available at http://www.ell.stanford.edu