Evaluating Computer-Based Test Accommodations for English Learners

Autor/inn/en	Roohr, Katrina Crotts; Sireci, Stephen G.
Titel	Evaluating Computer-Based Test Accommodations for English Learners
Quelle	In: Educational Assessment, 22 (2017) 1, S.35-53 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2016.1271704
Schlagwörter	Testing Accommodations; English Language Learners; Second Language Learning; Computer Assisted Testing; Language Proficiency; Language Tests; High School Students; History; Mathematics; Response Style (Tests); Reaction Time; Decision Making; Use Studies; Statistical Analysis; Program Evaluation; Comparative Analysis; Differences + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschichte; Geschichtsdarstellung; Mathematik; Antwortverhalten; Reaktionsvermögen; Decision-making; Entscheidungsfindung; Benutzerschulung; Statistische Analyse; Programme evaluation; Programmevaluation; Unterscheiden
Abstract	Test accommodations for English learners (ELs) are intended to reduce the language barrier and level the playing field, allowing ELs to better demonstrate their true proficiencies. Computer-based accommodations for ELs show promising results for leveling that field while also providing us with additional data to more closely investigate the validity and effectiveness of those accommodations. In this study, we evaluate differences across non-ELs and two EL groups in their decision to use either of two computer-based accommodations on high school history and math assessments. We also evaluate differences in response times across these groups. Results showed that ELs used accommodations more than non-ELs; however, many students did not use any accommodations, and use decreased as the assessment progressed. In addition, students had longer response time for items with accommodations in history but not mathematics. Recommendations for future research in accommodations for ELs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01