Conceptualizing Accessibility for English Language Proficiency Assessments. Research Report. ETS RR-16-07

Autor/inn/en	Guzman-Orth, Danielle; Laitusis, Cara; Thurlow, Martha; Christensen, Laurene
Titel	Conceptualizing Accessibility for English Language Proficiency Assessments. Research Report. ETS RR-16-07
Quelle	In: ETS Research Report Series, (2016), (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Language Tests; Language Proficiency; English Language Learners; English (Second Language); Testing Accommodations; Elementary Secondary Education; Computer Assisted Testing; Disabilities + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Handicap; Behinderung
Abstract	This paper is the second in a series from Educational Testing Service (ETS) that conceptualizes next-generation English language proficiency (ELP) assessment systems for K-12 English learners (ELs) in the United States.The first paper articulated a high-level conceptualization of next-generation ELP assessment systems (Hauck, Wolf, & Mislevy, 2016), the third paper addressed issues related to summative ELP assessments that emerged from the presentations and discussions at the English Language Proficiency Assessment Research working meeting (Wolf, Guzman-Orth, & Hauck, 2016), and the fourth paper focused on a key concern within such systems--the initial identification and classification of ELs (Lopez, Pooler, & Linquanti, 2016). The goal of this paper is to address accessibility issues in the context of ELP assessments and to discuss critical considerations to improve the accessibility of ELP assessments for ELs and ELs with disabilities. Although accessibility for ELs and ELs with disabilities who are taking content assessments is also important, a discussion about content assessments is beyond the scope of the paper at this time. In this paper, we discuss challenges and areas of possible directions to pursue for ongoing and future ELP assessment development, policy implications, and research considerations to improve the ELP testing experience for all users. [This paper is a collaborative effort between ETS and the National Center on Educational Outcomes (NCEO). A previous version of this report was published in October 2014.] (As Provided).
Anmerkungen	Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01