High Stakes Testing: Issues, Implications, and Remedies for English Language Learners

Autor/in	Solorzano, Ronald W.
Titel	High Stakes Testing: Issues, Implications, and Remedies for English Language Learners
Quelle	In: Review of Educational Research, 78 (2008) 2, S.260-329 (70 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654308317845
Schlagwörter	Federal Legislation; Predictive Validity; Second Language Learning; High Stakes Tests; Achievement Tests; Language Classification; English (Second Language); Language Proficiency; Accountability; Academic Achievement; Public Education; Testing Accommodations; Elementary Secondary Education; Tables (Data) + Suchen Sie Ihr Suchwort? Bundesrecht; Zweitsprachenerwerb; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sprachtypologie; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Verantwortung; Schulleistung; Öffentliche Erziehung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter; Tabelle
Abstract	This article discusses the issues and implications of high stakes tests on English language learners (ELLs). As ELLs are being included in all high stakes assessments tied to accountability efforts (e.g., No Child Left Behind), it is crucial that issues related to the tests be critically evaluated relative to their use. In this case, academic achievement tests are analyzed relative to their norming samples and validity to determine their usefulness to ELLs. Also, commonly used language proficiency tests are examined relative to definitions of proficiency, technical quality, alignment with criteria for language classification and reclassification, and their academic predictive validity. Based on the synthesis of the literature, the author concludes that high stakes tests as currently constructed are inappropriate for ELLs, and most disturbing is their continued use for high stakes decisions that have adverse consequences. The author provides recommendations for addressing the issues related to high stakes tests and ELLs. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10