Improving the Validity of English Language Learner Assessment Systems. Executive Summary. Policy Brief 10, Spring 2010

Autor/inn/en	Wolf, Mikyung Kim; Herman, Joan L.; Dietel, Ronald
Institution	National Center for Research on Evaluation, Standards, and Student Testing
Titel	Improving the Validity of English Language Learner Assessment Systems. Executive Summary. Policy Brief 10, Spring 2010
Quelle	(2010), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; Validity; Testing Accommodations; Alignment (Education); Educational Assessment; State Standards; Language Proficiency; Classification; Educational Opportunities; Teacher Education + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Gültigkeit; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Education; assessment; Bewertungssystem; Language skill; Language skills; Sprachkompetenz; Classification system; Klassifikation; Klassifikationssystem; Bildungsangebot; Bildungschance; Lehrerausbildung; Lehrerbildung
Abstract	English Language Learners (ELLs) are the fastest growing group of students in American public schools. According to Payan and Nettles (2008), the ELL population doubled in 23 states between 1995 and 2005. Yet ELL achievement remains among the lowest of all students. For example, on the 2009 National Assessment of Educational Progress, 72% of 8th-grade ELL students scored below basic in mathematics compared to 26% of non-ELL students (National Center for Education Statistics, 2009). Drawing from a 3-year research effort funded by the U.S. Department of Education, UCLA's (University of California, Los Angeles') National Center for Research on Evaluation, Standards, and Student Testing (CRESST) has developed a list of recommendations for improvements in the validity of assessment systems for ELL students. The authors' recommendations include the areas of: (1) English Language Proficiency (ELP) Standards and Assessments; (2) ELL Classification and Reclassification; (3) Content Assessments for ELL Students; (4) ELL Test Accommodations; and (5) Teacher Capacity and ELL Students' Opportunity to Learn. [For "Improving the Validity of English Language Learner Assessment Systems. Full Report. Policy Brief 10, Spring 2010," see ED520528.] (ERIC).
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