Inclusion of Students with Limited English Proficiency in NAEP: Classification and Measurement Issues. CSE Report 629

Autor/in	Abedi, Jamal
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	Inclusion of Students with Limited English Proficiency in NAEP: Classification and Measurement Issues. CSE Report 629
Quelle	(2004), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Federal Legislation; National Competency Tests; Language Proficiency; Limited English Speaking; Test Validity; Evaluation Criteria; Classification; Language Tests; English (Second Language); Achievement Tests; Scores; Correlation; School Districts; Test Construction; Bilingual Students + Suchen Sie Ihr Suchwort? Bundesrecht; Language skill; Language skills; Sprachkompetenz; Testvalidität; Classification system; Klassifikation; Klassifikationssystem; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; School district; Schulbezirk; Testaufbau
Abstract	Research reports major concerns over classification and measurement for students with limited English proficiency (LEP). A poor operational definition of the English language proficiency construct and validity concerns about existing language proficiency tests are among these issues. Decisions on including LEP students in large-scale assessments such as the National Assessment of Educational Progress (NAEP) may be directly influenced by some of these factors. Poor relationships between the existing LEP classification codes with English proficiency and achievement test scores raise concern over the validity of the LEP classification system. These factors have contributed to inconsistencies in LEP classification across districts and states. Criteria used for the inclusion of LEP students in NAEP need to be more objectively defined. Based on the recommendations of existing research, the appropriate levels of English language proficiency for participation in NAEP should be determined by reliable and valid English language proficiency measures. With funding through a competitive bidding process authorized under the No Child Left Behind section on "Enhanced Assessment Instruments," there are national efforts currently underway in developing English proficiency tests that can be used to provide valid measures of students' level of English proficiency. These efforts should be guided by the relevant theory and research findings, otherwise past problems relating to the validity of English proficiency tests may recur. Multiple criteria including valid and reliable measures of students' level of English proficiency could help with a more consistent decision-making process for the inclusion of LEP students. (Author).
Anmerkungen	Center for the Study of Evaluation (CSE)/National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 300 Charles E. Young Drive North, GSE&IS Bldg., 3rd Flr./Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10