Experiences and Perceptions of English Learners Testing with Language Supports. ACT Research. Insights in Education & Work

Autor/inn/en	Schnieders, Joyce Z.; Moore, Joann L.; Herring, Jacob; Monroe, Mira
Institution	ACT, Inc.
Titel	Experiences and Perceptions of English Learners Testing with Language Supports. ACT Research. Insights in Education & Work
Quelle	(2023), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; English Language Learners; Language Tests; Student Experience; Student Attitudes; Academic Support Services; College Entrance Examinations; Student Behavior; Test Anxiety; Self Esteem; Testing Accommodations; ACT Assessment + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Studienerfahrung; Schülerverhalten; Aufnahmeprüfung; Student behaviour; Examination phobia; Testangst; Prüfungsangst; Self-esteem; Selbstaufmerksamkeit; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	In recent years, schools and large-scale assessment developers across the United States have been providing English learners with language supports when they take tests to reduce construct-irrelevant variance, or errors in test scores due to factors that are extraneous to the construct being assessed (Thorndike et al., 1991). Some of these supports are linguistically related, such as word-to-word bilingual dictionaries and translated test directions, whereas other supports are linguistically unrelated, such as giving students extra time and testing them in a small group (Schissel, 2014). An appropriate support is one that reduces construct-irrelevant variance caused by limited language proficiency while producing comparable scores between English learners and non-ELs (Rios et al., 2020). Several studies have found that language supports are effective for improving English learners' test performance and reducing test score gaps between ELs and non-ELs (Kieffer et al., 2009; Li & Suen, 2012; Pennock-Roman & Rivera, 2011). Other studies have found that although some supports such as extra time could benefit both ELs and non-ELs, these supports tend to benefit students who are ELs to a greater extent (Sireci et al., 2003). In this report, ACT surveyed English learners who took the ACT® test on a National test date in February or April 2022 to learn about their experiences and perceptions when taking tests with language supports. The purposes of this survey were to (1) understand the types of supports English learners used when they took tests at school and when they took the ACT; (2) investigate how ELs felt about these supports, whether they thought the supports were useful or not; (3) explore whether using these supports when taking tests was associated with self-reported confidence on test performance or with test anxiety; and (4) learn why some ELs did not use supports when taking tests in school or when taking the ACT. [For the summary, "School Supports for English Learners during the Pandemic. ACT Research. Data Byte," see ED629110.] (ERIC).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01