Assessing English-Language Learners' Achievement

Autor/in	Duran, Richard P.
Titel	Assessing English-Language Learners' Achievement
Quelle	In: Review of Research in Education, 32 (2008) 1, S.292-327 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
DOI	10.3102/0091732X07309372
Schlagwörter	Class Activities; Learning Activities; Educational Research; Second Language Learning; Familiarity; Educational Practices; Measures (Individuals); English (Second Language); Academic Achievement; Language Proficiency; Academic Discourse; Evaluation Methods; Student Evaluation + Suchen Sie Ihr Suchwort? Lernaktivität; Bildungsforschung; Pädagogische Forschung; Zweitsprachenerwerb; Bildungspraxis; Messdaten; English as second language; English; Second Language; Englisch als Zweitsprache; Schulleistung; Language skill; Language skills; Sprachkompetenz; Discourse; Diskurs; Schulnote; Studentische Bewertung
Abstract	Assessment of learners' academic achievement in a second language presents important challenges to the fields of educational research and educational practice. Although these challenges legitimately concern learners' familiarity with a second language, the challenges are more complex, particularly in the contexts of large-scale assessments that are intended to hold schools accountable for what students know and can do on the basis of their performance on assessments. This article presents a synopsis of major trends and issues in this regard involving large-scale assessment of English-language learner students (ELLs) in the United States in core achievement areas. These students are students from non-English backgrounds who are evaluated by schools as not knowing sufficient English to benefit fully from instruction in this language and who are eligible for receipt of educational support to acquire greater English proficiency. After a discussion of research trends and issues, the concluding portions of this article suggest development of an alternative foundation for assessments that provide more valid information about the learning capabilities and achievement of ELLs. This article also presents an example of how one might pursue enriched assessment of ELLs in the context of classroom activities concerned with acquisition of an important class of academic English skills. (Contains 3 notes.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10