Input from the Field on Assessing Students with Limited English Proficiency in Minnesota's Basic Requirements Exams. State Assessment Series: Minnesota Report 2.

Autor/inn/en	Spicuzza, Richard; Erickson, Ronald; Thurlow, Martha; Liu, Kristin; Ruhland, Aaron
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.; National Center on Educational Outcomes, Minneapolis, MN.
Titel	Input from the Field on Assessing Students with Limited English Proficiency in Minnesota's Basic Requirements Exams. State Assessment Series: Minnesota Report 2.
Quelle	(1996), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Accountability; Achievement Tests; Educational Assessment; Elementary Secondary Education; Evaluation Methods; Guidelines; Limited English Speaking; Minimum Competency Testing; Outcomes of Education; State Programs; State Surveys; Student Evaluation; Student Participation; Testing Accommodations + Suchen Sie Ihr Suchwort? Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Richtlinien; Lernleistung; Schulerfolg; Regierungsprogramm; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This report discusses the results of two surveys that investigated the participation of students with limited English proficiency (LEP) in Minnesota's Basic Requirements Exams. In the first survey, 13 school districts answered questions about the participation of students with LEP in Minnesota's Basic Standards Tests. Ten of the districts reported that at least 50 percent of eligible students with LEP participated in the exams, two districts reported that fewer than 50 percent participated, and one district had no students with LEP participate during the April 1996 cycle. Nine districts indicated that they had written guidelines to assist them in making decisions about including students with LEP in the Basic Standards Tests; however, only five districts indicated that they had used them during the recent testing cycle. The second survey of 48 districts found that 28 districts had written guidelines regarding the inclusion of students with LEP in the exams. Eighteen of the districts did not have guidelines in place at the time of testing, and of those districts, eight still included students with LEP during the April 1996 Basic Standards testing cycle. The most common testing accommodations were timing/scheduling accommodations. An appendix includes a copy of the two surveys. (CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; phone: 612-626-1530; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/NCEO (document may be copied without charge, additional print copies $5).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC