Assessment Accommodations for Emergent Bilinguals in Mainstream Classroom Assessments: A Targeted Literature Review

Autor/in	Yang, Xuexue
Titel	Assessment Accommodations for Emergent Bilinguals in Mainstream Classroom Assessments: A Targeted Literature Review
Quelle	In: International Multilingual Research Journal, 14 (2020) 3, S.217-232 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Xuexue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2019.1681615
Schlagwörter	Testing Accommodations; Measurement; Bilingualism; Second Language Learning; Classroom Techniques; Difficulty Level; Test Content; Mainstreaming; Teaching Methods; Test Construction; Language Usage; Dictionaries; English (Second Language); English Language Learners; Glossaries; Native Language; Kindergarten; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Messverfahren; Bilingualismus; Zweitsprachenerwerb; Klassenführung; Schwierigkeitsgrad; Testaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufbau; Sprachgebrauch; Dictionary; Wörterbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Glossary; Glossar
Abstract	Despite the importance of assessment accommodations, little is known about its use in the context of classroom assessments. To provide guidance for teachers on how to best support their emergent bilinguals during classroom assessments, there may be ideas from large-scale assessments that can be used in the classrooms. This article, a targeted literature review, examines themes and evidence relative to assessment accommodations for emergent bilinguals in mainstream classrooms. Based on the purpose of this paper, there are five essential themes in the finding section: 1) linguistic complexity in content-area assessments; 2) definition of assessment accommodation; 3) selection and implementation of assessment accommodations in mainstream classrooms; 4) effectiveness of specific assessment accommodations, and 5) challenges of translating large-scale assessment accommodations to classroom use. Findings suggest the importance of explicitly teaching assessment accommodations and designing assessment languages to maximum accessibility for all students. This article also has implications for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01