Literaturnachweis - Detailanzeige
| Autor/inn/en | Willner, Lynn Shafer; Rivera, Charlene; Acosta, Barbara D. |
|---|---|
| Institution | George Washington University Center for Equity and Excellence in Education |
| Titel | Examination of Peer Review and Title I Monitoring Feedback Regarding the Inclusion and Accommodation of English Language Learners in State Content Assessments |
| Quelle | (2010), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Testing Accommodations; Inclusion; English Language Learners; Peer Evaluation; Feedback (Response); State Departments of Education; State Standards; Educational Assessment |
| Abstract | The purpose of this study was to investigate the extent to which English language learners (ELLs) are being offered meaningful opportunities to participate in state content assessments. Unfortunately the current collection and analysis of data about the inclusion of ELLs in accommodated and unaccommodated state assessments are, at best, variable and incomplete. As there is no requirement to do so, state education agencies (SEAs) do not usually track the extent to which ELLs are or are not assessed with accommodations. Two types of review, standards and assessment peer review and the Title I monitoring review, conducted by the Department of Education (ED), are intended to support SEAs in meeting the requirement to validly assess all students including ELLs and students with disabilities as required by the No Child Left Behind Act of 2001 (NCLB), the current reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. The purpose of peer review is to provide individualized feedback to each SEA on the adequacy of its standards and assessment system in reading/language arts, mathematics, and science. In contrast, the function of the Title I monitoring review is to examine the adequacy of implementation of Title I requirements by an SEA. In the area of assessment, peer reviews focus primarily on assessment design and valid use, while Title I monitoring reviews include a component that centers on the implementation of assessments. Thus, the amount and types of feedback differ for the two data sources, reflecting the differing purposes of the two types of review. The study was conducted to examine the extent to which standards and assessment peer review decision letters and Title I monitoring reports provide feedback to SEAs about their policies and practices for including and accommodating ELLs in state assessments. (Contains 4 tables.) (ERIC). |
| Anmerkungen | George Washington University Center for Equity and Excellence in Education. 1555 Wilson Boulevard Suite 515, Arlington, VA 22209. Tel: 800-925-3223; Tel: 703-528-3588; Fax: 703-528-5973; e-mail: ceeeinfo@ceee.gwu.edu; Web site: http://ceee.gwu.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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