Literaturnachweis - Detailanzeige
| Autor/inn/en | Acosta, Sandra; Garza, Tiberio; Hsu, Hsien-Yuan; Goodson, Patricia; Padrón, Yolanda; Goltz, Heather H.; Johnston, Anna |
|---|---|
| Titel | The Accountability Culture: A Systematic Review of High-Stakes Testing and English Learners in the United States during No Child Left Behind |
| Quelle | In: Educational Psychology Review, 32 (2020) 2, S.327-352 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Acosta, Sandra) ORCID (Garza, Tiberio) ORCID (Hsu, Hsien-Yuan) ORCID (Goodson, Patricia) ORCID (Padrón, Yolanda) ORCID (Goltz, Heather H.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1040-726X |
| DOI | 10.1007/s10648-019-09511-2 |
| Schlagwörter | Accountability; High Stakes Tests; English (Second Language); Second Language Learning; Educational Legislation; Federal Legislation; Literature Reviews; Scores; School Policy; Learning Activities |
| Abstract | The purpose of our study was twofold: (1) to review the literature on high-stakes accountability testing and English learners (ELs) in the USA, applying qualitative systematic review methodology, and (2) to draw substantive conclusions about the impact of high-stakes accountability testing on ELs, reported in studies published between 2001 and 2016. Thirty-seven studies (n = 37) meeting the eligibility criteria were evaluated using the Methodological Quality Questionnaire. Findings indicate construct irrelevant variance (non-random factors that systematically affect ELs' test performance) challenges the appropriateness of inferences drawn about ELs' content knowledge based on assessment performance. Further, language policy in schools, driven by high-stakes tests, promotes increased instructional time for basic skills tutorials with fewer opportunities for problem solving and other higher-order learning activities. Moreover, theory utilization was rare (n = 8, 22%). Among studies that utilized theory, few explicitly referenced it to discuss study findings. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
