The Impact of Students' Background Characteristics on Accommodation Results for Students with Limited English Proficiency.

Autor/in	Abedi, Jamal
Institution	National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Titel	The Impact of Students' Background Characteristics on Accommodation Results for Students with Limited English Proficiency.
Quelle	(1999), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Definitions; English (Second Language); Glossaries; Grade 8; Junior High School Students; Limited English Speaking; Mathematics Tests; Performance Factors; Student Characteristics; Test Construction; Test Items; Test Results; Testing Accommodations; Timed Tests + Suchen Sie Ihr Suchwort? Begriffsbestimmung; English as second language; English; Second Language; Englisch als Zweitsprache; Glossary; Glossar; School year 08; 8. Schuljahr; Schuljahr 08; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Leistungsindikator; Testaufbau; Test content; Testaufgabe; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	This study examined the impact of students' background characteristics (English language proficiency) on the level of effectiveness of various types of testing accommodations. Data were collected from 946 eighth graders, some of whom were English language learners. Four accommodation strategies were used: (1) modified (simplified) English language for the test items; (2) a glossary of potentially difficult nonmathematics terms; (3) original English with extra time allowed; and (4) the glossary with extra time allowed. Findings suggest that different forms of accommodation produce different results. The form of accommodation with the greatest effect on all students was the provision of an English glossary with definitions of potentially difficult nonmathematics terms plus extra time allowed. The English glossary alone did not help students, and in some cases even had a negative impact on performance, perhaps because students were presented with more information than they could process in the limited amount of time they had. The provision of extra time only resulted in slightly higher scores for most students, but not for all subgroups. The language clarification of test items was the only option that helped limited English proficient students more than others. Findings suggest caution against blanket statements about the general effectiveness or lack of effectiveness of a particular form of accommodation for English language learners. (Contains five tables.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01