Providing Validity Evidence to Improve the Assessment of English Language Learners. CRESST Report 738

Autor/inn/en	Wolf, Mikyung Kim; Herman, Joan L.; Kim, Jinok; Abedi, Jamal; Leon, Seth; Griffin, Noelle; Bachman, Patina L.; Chang, Sandy M.; Farnsworth, Tim; Jung, Hyekyung; Nollner, Julie; Shin, Hye Won
Institution	National Center for Research on Evaluation, Standards, and Student Testing
Titel	Providing Validity Evidence to Improve the Assessment of English Language Learners. CRESST Report 738
Quelle	(2008), (155 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Validity; Second Language Learning; Researchers; Language Proficiency; Limited English Speaking; English (Second Language); Student Evaluation; Academic Achievement; Guidelines; Educational Policy; Evaluation Methods; Language Tests; Achievement Tests; Test Items; Testing Accommodations + Suchen Sie Ihr Suchwort? Gültigkeit; Zweitsprachenerwerb; Researcher; Forscher; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Schulnote; Studentische Bewertung; Schulleistung; Richtlinien; Politics of education; Bildungspolitik; Language test; Sprachtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Test content; Testaufgabe; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This research project addresses the validity of assessments used to measure the performance of English language learners (ELLs), such as those mandated by the No Child Left Behind Act of 2001 (NCLB, 2002). The goals of the research are to help educators understand and improve ELL performance by investigating the validity of their current assessments, and to provide states with much needed guidance to improve the validity of their English language proficiency (ELP) and academic achievement assessments for ELL students. The research has three phases. In the first phase, the researchers analyze existing data and documents to understand the nature and validity of states' current practices and their priority needs. This first phase is exploratory in that the researchers identify key validity issues by examining the existing data and formulate research areas where further investigation is needed for the second phase. In the second phase of the research, the researchers will deepen their analysis of the areas identified from Phase I findings. In the third phase of the research, the researchers will develop specific guidelines on which states may base their ELL assessment policy and practice. The present report focuses on the researchers' Phase I research activities and results. The report also discusses preliminary implications and recommendations for improving ELL assessment systems. (Individual chapters contain appendixes, tables, figures, footnotes, and references.) (As Provided).
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