Designing Assessment Procedures for Educationally At-Risk Southeast Asian-American Students

This article discusses unique conditions of educational risk in the Southeast Asian-American student population. It points out the need to help traumatized refugee students deal with emotional difficulties before they can benefit from instruction. It includes a framework for assessing Southeast Asian-American students in which a shift in current assessment goals and practices is proposed. The article also addresses the issue of identifying skills previously developed in a different environment and explores an approach to help refugee children make the transition into the academic context.