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Author: Jamal Abedi
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 128
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Book Description
Author: Jamal Abedi
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 128
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Book Description
Author: Carlene Rivera
Publisher:
ISBN:
Category :
Languages : en
Pages : 67
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Book Description
This paper reviews 15 research studies that: (1) examined effects of particular accommodations or groups of accommodations on performance: and (2) employed experimental and quasi-experimental research designs that allowed examination of the effect of the accommodation(s) on English Language Learners (ELLs) and non-ELLs. Studies looked at one or more of the following types of accommodations: (1) linguistic simplification; (2) customized English dictionaries and glossaries; (3) use of the native language; (4) reading items and/or directions aloud; and (5) providing extra time in combination with other accommodations. Although research on accommodations for ELLs is inconclusive, two kinds of accommodations appear to hold promise: native language versions of assessments and linguistic simplification of English versions. Combining specific direct linguistic support accommodations with specific indirect linguistic support accommodations also appears to support ELL performance on assessments. The paper reviews states' SY 2000-2001 policies related to testing accommodations for ELLs. Policies were often organized explicitly around the needs of two student groups: ELLs and students with disabilities (SDs). Overall, the most noticeable trend with regard to treatment of content areas is that accommodations providing direct linguistic support to ELLs were more likely to be prohibited for English language arts than for other content areas. A majority of states arranged accommodations within a taxonomy developed for students with disabilities (timing/scheduling, setting, presentation, and response). Recommendations for selecting appropriate accommodations for NAEP include the following: (1) Use an ELL-responsive framework as a tool for selecting appropriate accommodations for ELLs; (2) Use accommodations that are responsive to ELLs to provide direct or indirect linguistic support; (3) Use student background variables to inform selection of appropriate accommodations based on a consistent operational definition of English language learner, the student's level of English language proficiency, and the language of instruction; and (4) Use accommodations supported by research. In addition, the paper recommends that a panel of experts be charged with identifying at least two accommodations to be field tested for use on the National Assessment of Educational Progress (NAEP). Three appendixes include: (1) Overview of Accommodations Research; (2) Data from States' Assessment Policies for SY 2000-2001; and (3) NAEP Accommodations. (Contains 8 footnotes, 4 figures, and 19 tables.) [This paper was commissioned by the National Assessment Governing Board (NAGB) to serve as background information for conference attendees at the NAGB Conference on Increasing the Participation of SD and LEP Students in NAEP. The data presented in this paper are excerpted from a project conducted for the US Department of Education, Office of English Language Acquisition.].
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309165903
Category : Education
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 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: Lynn Shafer Willner
Publisher:
ISBN:
Category :
Languages : en
Pages : 124
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Book Description
This report presents findings from a study conducted by The George Washington University Center for Equity and Excellence in Education (GW-CEEE) under the sponsorship of the National Center for Educational Statistics (NCES). The purpose of the study is to describe and analyze school-based decision-making practices relevant to the inclusion and accommodation of English language learners (ELLs) in the 2005 National Assessment of Educational Progress (NAEP), which was administered as part of the Trial Urban District Assessment (TUDA). This study investigated how school personnel in urban districts make decisions regarding the inclusion and accommodation of ELLs in NAEP. The study explored the following research questions for a sample of four of the 11 TUDA districts for the 2005 administration of Reading and Mathematics assessments in NAEP at Grades 4 and 8: (1) What factors influenced decisions of school personnel regarding whether to include or exclude ELLs in NAEP?; (2) What factors influenced decisions of school personnel regarding the use of accommodations for those ELLs who were included in NAEP?; and (3) What was the relationship, if any, between the decision to include and the decision to accommodate? For ELL inclusion decisions, decision makers at 26 of the 29 sample schools across the four districts said they relied on ELL-responsive criteria--e.g., "language-related," "academic-related," "time-related," and "opinion-related" criteria. Data further indicated that decision makers applying ELL-responsive criteria had selected from a wide range of criteria from within this category. For accommodations decisions, the application of SD criteria was equally as prevalent as the application of ELL-responsive criteria. A review of the accommodations decision-making practices for the 29 schools indicated that 13 schools relied on ELL-responsive criteria, while almost as many schools (12) relied on criteria intended for students with disabilities. In sum, findings from this study reflect the complex interaction of decision-making practices with the school culture, district and state policies, and the pressures of daily existence in schools. These findings support the conclusion that (1) reliance on state assessment policy or classroom practice for NAEP inclusion and accommodations criteria may result in inconsistent and/or inappropriate decisions; (2) that school decision makers need a greater understanding of the needs of ELLs in relation to high stakes testing, in particular regarding the distinction between the needs of ELLs and those of students with disabilities; and (3) that stronger guidance may be needed from NAEP in order to assure the use of appropriate criteria to support the decision-making process. Appended are: (1) Interview Protocol for NAEP School Decision Makers; (2) Analysis Codes; and (3) District Overviews and School Profiles for the Four TUDA Districts. (Contains 3 figure, 34 tables, and 10 footnotes.).
Author: Guillermo Solano Flores
Publisher: Routledge
ISBN: 1134073437
Category : Education
Languages : en
Pages : 190
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Book Description
Assessing English Language Learners explains and illustrates the main ideas underlying assessment as an activity intimately linked to instruction and the basic principles for developing, using, selecting, and adapting assessment instruments and strategies to assess content knowledge in English language learners (ELLs). Sensitive to the professional development needs of both in-service and pre-service mainstream teachers with ELLs in their classrooms and those receiving formal training to teach culturally and linguistically diverse students, the text is designed to engage readers in viewing assessment as a critical part of teaching appreciating that assessments provide teachers with valuable information about their students’ learning and thinking becoming aware of the relationship among language, culture, and testing understanding the reasoning that guides test construction recognizing the limitations of testing practices being confident that assessment is an activity classroom teachers (not only accountability specialists) can perform Highlighting alternative, multidisciplinary approaches that address linguistic and cultural diversity in testing, this text, enhanced by multiple field-tested exercises and examples of different forms of assessment, is ideal for any course covering the theory and practice of ELL assessment.
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.
Author: Rebecca Kopriva
Publisher: Routledge
ISBN: 1135595992
Category : Education
Languages : en
Pages : 348
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Book Description
More than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. Key features of this important new book include the following... Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting. Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point. Research Focus – All chapters include an extensive review of current research. Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today. This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools.
Author: Charlene Rivera
Publisher: Routledge
ISBN: 1134813821
Category : Education
Languages : en
Pages : 484
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Book Description
State Assessment Policy and Practice for English Language Learners presents three significant studies, each examining a different aspect of states' strategies for including English language learners in state assessments. *an Analysis of State Assessment Policies Regarding Accommodations for English Language Learners; *a Survey and Description of Test Translation Practices; and *an Examination of State Practices for Reporting Participation and Performance of English Language Learners in State Assessments. With the rise in population of English language learners and the subsequent stepped-up legislative focus on this student population over the past decade, states have been challenged to include English language learners in state assessment programs. Until now, the little data available on states' policies and practices for meeting this challenge has been embedded in various reports and professional journals and scattered across the Internet. This volume offers, for the first time, a focused examination of states' assessment policies and practices regarding English language learners. The three studies were supported by OELA, the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students. State Assessment Policy and Practice for English Language Learners is of interest to researchers and professionals involved with the assessment of English language learners; state- and district-level policy makers; and academics, teacher educators, and graduate students in a number of fields, including educational and psychological assessment, testing and measurement, bilingual education, English as a second language, and second language acquisition.
Author: Frances A. Butler
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 48
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Book Description
Author: Richard J. Morris
Publisher: Routledge
ISBN: 1135925143
Category : Education
Languages : en
Pages : 436
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Book Description
This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
