Literaturnachweis - Detailanzeige
Autor/inn/en | Thurlow, Martha L.; Liu, Kristin K.; Ward, Jenna M.; Christensen, Laurene L. |
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Institution | National Center on Educational Outcomes |
Titel | Assessment Principles and Guidelines for ELLs with Disabilities |
Quelle | (2013), (37 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | English Language Learners; Students with Disabilities; Student Evaluation; Evaluation Methods; Test Items; Test Construction; Test Bias; Test Content; Individualized Education Programs; Academic Accommodations (Disabilities); Language Proficiency; Measurement; Academic Standards; Student Characteristics; Student Needs; Reports; Information Dissemination Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schulnote; Studentische Bewertung; Test content; Testaufgabe; Testaufbau; Testkritik; Individualized education program; Individualisierendes Lernen; Language skill; Language skills; Sprachkompetenz; Messverfahren; Abschlussbericht; Berichten; Informationsverbreitung |
Abstract | The Improving the Validity of Assessment Results for English Language Learners with Disabilities (IVARED) project has identified essential principles of inclusive and valid assessments for English language learners (ELLs) with disabilities. These principles were developed from a Delphi expert review process with nationally recognized experts in special education, English as a second language or bilingual education, assessment, and accountability. Additional input was obtained through discussion of the principles at national assessment and education conferences as well as during meetings of the Council of Chief State School Officers State Collaborative on Assessments and Student Standards (SCASS) groups. This report presents five core principles of valid assessments for this population of students, along with a brief rationale and specific guidelines that reflect each principle. The principles are: (1) Content standards are the same for all students; (2) Test and item development include a focus on access to the content, free from bias, without changing the construct being measured; (3) Assessment participation decisions are made on an individual student basis by an informed Individualized Educational Program (IEP) team; (4) Accommodations for both English language proficiency (ELP) and content assessments are assigned by an IEP team knowledgeable about the individual student's needs; and (5) Reporting formats and content support different uses of large-scale assessment data for different audiences. Appendices included in this report describe the Delphi data collection process, and members of the expert panel. References and selected core resources related to each principle and guideline are also included in an appendix. (ERIC). |
Anmerkungen | National Center on Educational Outcomes. University of Minnesota, 207 Pattee Hall, 150 Pillsburg Drive Southeast, Minneapolis, MN 55455. Tel: 612-626-1530; Fax: 612-624-0879; e-mail: nceo@umn.edu; Web site: http://www.cehd.umn.edu/nceo |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |