Best Practices in State Assessment Policies for Accommodating English Language Learners: A Delphi Study

Autor/inn/en	Acosta, Barbara D.; Rivera, Charlene; Willner, Lynn Shafer
Institution	George Washington University Center for Equity and Excellence in Education
Titel	Best Practices in State Assessment Policies for Accommodating English Language Learners: A Delphi Study
Quelle	(2008), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); English Language Learners; Best Practices; State Departments of Education; Educational Policy; Educational Assessment; Delphi Technique; Language Proficiency; Testing Accommodations; Program Effectiveness; Language Tests; Second Language Learning; United States; Washington + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Kultusministerium; Politics of education; Bildungspolitik; Education; assessment; Bewertungssystem; Delphi-Methode; Language skill; Language skills; Sprachkompetenz; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Language test; Sprachtest; Zweitsprachenerwerb; USA
Abstract	Charged by the U.S. Department of Education, The George Washington University Center for Equity and Excellence in Education (GW-CEEE) developed a Guide for state education agencies (SEAs) to use to improve state assessment policies for accommodating English language learners (ELLs). As a foundation for the Guide, GW-CEEE designed two studies, the Descriptive Study and the Best Practices Study. For the Descriptive Study GW-CEEE reviewed state assessment policies and examined the number and types of accommodations specified for ELLs (Shafer Willner, Rivera, & Acosta, 2008). The Best Practices Study involved the application of a Delphi technique to obtain consensus from an expert panel about which accommodations identified in the Descriptive Study were ELL-responsive. Members of the panel, which included experts knowledgeable about research, policy and practice in the areas of assessment, psychometrics, language testing, second language acquisition, and instruction of ELLs, relied on professional judgment to vet a list of ELL-responsive accommodations and then mapped these accommodations to English language proficiency (ELP) levels and to selected student background variables. The expert panel concluded with recommendations for states to consider when refining policy for the accommodation of ELLs. Recommendations from the Best Practices Study build on the emerging research base and, together with recommendations from the Descriptive Study, provide the basis for the development of the "Guide for Refining State Assessment Policies for Accommodating English Language Learners": (1) Screen accommodations for ELL-responsiveness; (2) Standardize and clearly describe accommodations; (3) Distinguish between test administration practices and accommodations; (4) Offer accommodations for ELLs at each English language proficiency level; and (5) Offer accommodations for ELLs with different levels of literacy in English and the native language. (Contains 1 figure and 9 tables.) (ERIC).
Anmerkungen	George Washington University Center for Equity and Excellence in Education. 1555 Wilson Boulevard Suite 515, Arlington, VA 22209. Tel: 800-925-3223; Tel: 703-528-3588; Fax: 703-528-5973; e-mail: ceeeinfo@ceee.gwu.edu; Web site: http://ceee.gwu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10