Accommodations for Students With Limited English Proficiency in the National Assessment of Educational Progress

Autor/inn/en	Abedi, Jamal; Hejri, Fereshteh
Titel	Accommodations for Students With Limited English Proficiency in the National Assessment of Educational Progress
Quelle	In: Applied Measurement in Education, 17 (2004) 4, S.371-392 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	Test Items; Data Analysis; Validity; National Competency Tests; Limited English Speaking; Testing Accommodations; Language Proficiency; Academic Achievement; English (Second Language); Test Results + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Auswertung; Gültigkeit; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Language skill; Language skills; Sprachkompetenz; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This study examines the effect and validity of accommodations for limited English proficiency (LEP) students in the National Assessment of Educational Progress (NAEP) and the impact of language factors on the assessment and accommodation of these students. Results indicate that accommodations used in NAEP did not reduce the performance gap between LEP and non-LEP students. The results suggest that these accommodations did not affect the construct under measurement, thus including the accommodated results into the NAEP main assessment data seems reasonable. In addition, results suggest that the higher the level of linguistic complexity in a test item, the higher the performance gap between LEP and non-LEP students, regardless of the item's content difficulty. Thus, language-related accommodations may be more effective in reducing the performance gap between LEP and non-LEP students. However, because the main purpose of NAEP is assessment, not research, there are major limitations in the NAEP data for examining the effect and validity of accommodations. Thus, the findings of this study should be interpreted with caution. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10