Including English Language Learners with Disabilities in Large-Scale Assessments PDF Download
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Author: Jane E. Minnema
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
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Book Description
The National Center on Educational Outcomes (NCEO) has for the past four years conducted research on large-scale assessment and instructional issues for English language learners (ELLs) with disabilities, but neither NCEO's research nor any other research study has yet described large-scale assessment experiences at the local school level for English language learners with disabilities. This study was designed, in part, to clarify some of the issues that surround including English language learners in states' large-scale assessment programs. Specifically, the authors gathered practical information at the local school level to understand these students' large-scale assessment experiences from a variety of perspectives, to describe the characteristics of ELLs with disabilities as well as the characteristics of their schools, and to make known the level of awareness that students and their families have about large-scale assessments. Four research questions guided this study: (1) What perceptions do educators, parents, and students have about the experiences of English language learners with disabilities who participate in large-scale assessments? (2) How are English language learners with disabilities performing in large-scale assessments? (3) How are participation decisions made to test English language learners with disabilities in large-scale assessments? and (4) What are the characteristics of schools that test English language learners with disabilities in large-scale assessments? A number of striking trends emerged highlighting important aspects of these students' inclusion in large-scale assessments. Each trend, along with supporting evidence, is presented. The survey instruments are appended. (Contains 8 tables and 7 figures.).
Author: Jane E. Minnema
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
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Book Description
The National Center on Educational Outcomes (NCEO) has for the past four years conducted research on large-scale assessment and instructional issues for English language learners (ELLs) with disabilities, but neither NCEO's research nor any other research study has yet described large-scale assessment experiences at the local school level for English language learners with disabilities. This study was designed, in part, to clarify some of the issues that surround including English language learners in states' large-scale assessment programs. Specifically, the authors gathered practical information at the local school level to understand these students' large-scale assessment experiences from a variety of perspectives, to describe the characteristics of ELLs with disabilities as well as the characteristics of their schools, and to make known the level of awareness that students and their families have about large-scale assessments. Four research questions guided this study: (1) What perceptions do educators, parents, and students have about the experiences of English language learners with disabilities who participate in large-scale assessments? (2) How are English language learners with disabilities performing in large-scale assessments? (3) How are participation decisions made to test English language learners with disabilities in large-scale assessments? and (4) What are the characteristics of schools that test English language learners with disabilities in large-scale assessments? A number of striking trends emerged highlighting important aspects of these students' inclusion in large-scale assessments. Each trend, along with supporting evidence, is presented. The survey instruments are appended. (Contains 8 tables and 7 figures.).
Author: Jane E. Minnema
Publisher:
ISBN:
Category :
Languages : en
Pages : 119
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Book Description
This study was designed, in part, to clarify some of the issues that surround including English language learners in states' large-scale assessment programs. More specifically, the authors gathered practical information at the local school level to understand these students' large-scale assessment experiences from a variety of perspectives, to describe the characteristics of English language learners with disabilities as well as the characteristics of their schools, and to make known the level of awareness that students and their families have about large-scale assessments. Two broad research questions were addressed in this study: (1) What perceptions do educators, parents, and students have about the experiences of English language learners with disabilities who participate in large-scale assessments? and (2) What are the characteristics of schools that test English language learners with disabilities in large-scale assessments? The case study research design, in which one school is defined as a case, used a mixed method approach to collect quantitative and qualitative data from four sources of data. Data were collected on site in three schools and one alternative school program in a large urban school district located in a large western state. The findings from the document review, written survey, and face-to-face interviews are each presented in different formats, allowing the researchers to highlight the most interesting and useful findings from each data collection activity. To discern the useful information that emerged from the findings, the authors compared school level and sample subgroup results for a discussion that concludes this report. While the findings cannot be directly generalized to other school sites due to the nature of the case study research design for this project, they do indicate noticeable school characteristics, policies, and procedures that are important considerations for policymakers, administrators, and practitioners who strive to better include English language learners with disabilities in states' large-scale assessment and accountability programs. Seven such important considerations are identified and explored herein. The following are appended: (1) research instruments; and (2) Tabled Results by Written Survey Item. (Contains 10 tables and 37 figures.).
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309092531
Category : Education
Languages : en
Pages : 151
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Book Description
U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Author:
Publisher: DIANE Publishing
ISBN: 1428927646
Category :
Languages : en
Pages : 112
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Book Description
Author: Jane Minnema
Publisher:
ISBN:
Category :
Languages : en
Pages : 17
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Book Description
Part of understanding the issues that surround the implementation of transformative federal mandates such as the No Child Left Behind Act of 2001 (NCLB) is the accumulation of sound, evidenced-based findings that are coupled with rich descriptive explanatory findings. By doing so, the research community supports educational practice to continually improve student academic results. A beginning point in the development of important research questions that generate useful findings for educators is an understanding of what data-based information exists and where the gaps are. The purpose of this report is to describe a review of the literature that pertains to the inclusion of ELLs with disabilities in states' large-scale assessment programs. In doing so, the report first describes any literature that addresses the participation of ELLs with disabilities in statewide testing that is used for accountability purposes. As a second step in the literature review, any literature pertaining to ELLs with disabilities is also considered in order to identify gaps in the knowledge base that point to necessary next steps in research.
Author: Council for Exceptional Children
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 260
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309072972
Category : Education
Languages : en
Pages : 58
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Book Description
The Committee on Educational Excellence and Testing Equity was created under the auspices of the National Research Council (NRC), and specifically under the oversight of the Board on Testing and Assessment (BOTA). The committee's charge is to explore the challenges that face U.S. schools as they work to achieve the related goals of academic excellence and equity for all students. This report provides not only the summary of a workshop held by the forum on the testing of English-language learners (students learning English as an additional language) in U.S. schools, but also a report on the committee's conclusions derived from that workshop and from subsequent deliberations.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309169380
Category : Education
Languages : en
Pages : 102
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Book Description
At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309172861
Category : Education
Languages : en
Pages : 136
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Book Description
State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.
Author: National Research Council
Publisher:
ISBN: 9780309384063
Category :
Languages : en
Pages : 150
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Book Description
U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of statesâ (TM) policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
