Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses. Literature Review (Part 1 of 3). CRESST Report 731

Autor/inn/en	Wolf, Mikyung Kim; Kao, Jenny; Herman, Joan; Bachman, Lyle F.; Bailey, Alison; Bachman, Patina L.; Farnsworth, Tim; Chang, Sandy M.
Institution	National Center for Research on Evaluation, Standards, and Student Testing
Titel	Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses. Literature Review (Part 1 of 3). CRESST Report 731
Quelle	(2008), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Research and Development; Federal Legislation; Validity; Second Language Learning; Program Effectiveness; Guidelines; Politics of Education; Accountability; English (Second Language); Language Proficiency; Testing Accommodations; Knowledge Level; Student Evaluation; Academic Achievement; Limited English Speaking; Language Tests + Suchen Sie Ihr Suchwort? Forschung und Entwicklung; Bundesrecht; Gültigkeit; Zweitsprachenerwerb; Richtlinien; Educational policy; Bildungspolitik; Verantwortung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Wissensbasis; Schulnote; Studentische Bewertung; Schulleistung; Language test; Sprachtest
Abstract	The No Child Left Behind (NCLB) Act has made a great impact on states' policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments in order to validly measure the ELL students' English language proficiency (ELP), as well as content knowledge and skills. Although states have moved rapidly to meet these requirements, they face challenges to validate their current assessment and accountability systems for ELL students, partly due to the lack of resources. Considering the significant role of assessments in guiding decisions about organizations and individuals, it is of paramount importance to establish a valid assessment system. In light of this, we reviewed the current literature and policy regarding ELL assessment in order to inform practitioners of the key issues to consider in their validation processes. Drawn from our review of literature and practice, we developed a set of guidelines and recommendations for practitioners to use as a resource to improve their ELL assessment systems. We have compiled a series of three reports. The present report is the first component of the series, containing pertinent literature related to assessing ELL students. The areas being reviewed include validity theory, the construct of ELP assessments, and the effects of accommodations in the assessment of ELL students' content knowledge. Three appendixes are included: (1) NCLB Act (2002) Legislation Concerning Assessing ELL Students; (2) Summary of Reviewed Studies Regarding Validity Evidence; and (3) Summary of Reviewed Accommodation Studies. (Contains 4 footnotes, 3 figures and 2 tables.) [The work reported in this document was supported under the National Research and Development Centers, as administered by the U.S. Department of Education's Institute of Education Sciences. For parts 2 and 3 of this report, see ED502284 and ED502273.] (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