Consequences and Validity of Performance Assessment for English Language Learners: Integrating Academic Language and ELL Instructional Needs into Opportunity to Learn Measures. CSE 678

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Autor/inn/en	Aguirre-Munoz, Zenaida; Boscardin, Christy Kim; Jones, Barbara; Park, Jae-Eun; Chinen, Marjorie; Shin, Hye Sook; Lee, Janet; Amabisca, Anastasia Aimee; Benner, Aprile
Institution	National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Titel	Consequences and Validity of Performance Assessment for English Language Learners: Integrating Academic Language and ELL Instructional Needs into Opportunity to Learn Measures. CSE 678
Quelle	(2006), (221 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Achievement Rating; Second Language Learning; Linguistic Theory; Educational Change; Performance Based Assessment; English for Academic Purposes; English (Second Language); Educational Opportunities; Construct Validity; Instructional Effectiveness; Scoring Rubrics; Research Methodology; Contrastive Linguistics + Suchen Sie Ihr Suchwort? Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Zweitsprachenerwerb; Linguistische Theorie; Bildungsreform; Leistungsermittlung; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsangebot; Bildungschance; Unterrichtserfolg; Scoring formulas; Auswertungsbogen; Research method; Forschungsmethode; Linguistics; Kontrastive Linguistik
Abstract	To further the understanding of ELL (under) achievement and broaden the current scope of OTL models, the primary focus of this study was to investigate process and content opportunities that are particularly relevant to improving ELL achievement with particular attention to the relationship between opportunities to acquire academic language and ELL achievement. The work reported here operationalized academic language within a systemic functional linguistics theory (also called "functional grammar"). This theory of language use provided teachers and students with a framework for analyzing language in a manner that both built on existing language knowledge (or schemas) and provided them with an accessible structure for examining more complicated language (and content) concept. Based on our literature review, previous findings, and new ELL-sensitive OTL model, we investigated the following research questions in this study: (a) To what extent and in what ways are students being exposed to key OTL variables in classrooms? (b) What is the impact of academic language and other OTL indicators on ELLs' and non-ELLs' performance on LAPA? After an introduction and literature review, the remainder of this report addresses sources of data, description of instruments and procedures, and types of analyses selected for the study; findings related to the research questions; and concludes with a discussion based on the findings. One of the most important findings from this study points to the need for explicit instruction on academic language. The positive impact of functional grammar implementation on student outcomes also suggests that in order for ELLs to fully benefit from assessment-driven reform, teachers need the capacity to make the linguistic expectations clear to students by focusing on the linguistic elements that are characteristic of academic registers. The following are appended: (1) Training Effectiveness Description; (2) LAPA Prompt; (3) LAPA Holistic Scoring Rubric; (4) Functional Grammar Rubric; (5) Opportunity-to-Learn Teacher Surveys; (6) Teacher Observation Protocol; (7) Interview Protocol; (8) Teacher Interview Scoring Rubric; (9) Teacher Interview Scoring Rubric; and (10) Pre & Post Institute Teacher Survey. (Contains 49 tables.) (Author).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10