Examining Provision and Sufficiency of Testing Accommodations for English Learners

Autor/inn/en	Roschmann, Sarina; Witmer, Sara E.; Volker, Martin A.
Titel	Examining Provision and Sufficiency of Testing Accommodations for English Learners
Quelle	In: International Journal of Testing, 21 (2021) 1, S.32-55 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1530-5058
DOI	10.1080/15305058.2021.1884872
Schlagwörter	Testing Accommodations; English Language Learners; Scores; Item Response Theory; Test Validity; Comparative Analysis; Measurement; Test Items; Educational Practices; Barriers; English (Second Language); Second Language Learning; Culture Fair Tests; Cognitive Ability; Reference Groups; Goodness of Fit + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Item-Response-Theorie; Testvalidität; Messverfahren; Test content; Testaufgabe; Bildungspraxis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Denkfähigkeit; Reference group; Bezugsgruppe
Abstract	Accommodations are commonly provided to address language-related barriers students may experience during testing. Research on the validity of scores from accommodated test administrations remains somewhat inconclusive. The current study investigated item response patterns to understand whether accommodations, as used in practice among English learners (ELs) in the United States, allow for comparable measurement between ELs and non-ELs. Results indicated that although significant differences are evident in overall test scores for ELs and non-ELs, only minimal measurement concerns were evident. Very few items displayed moderate or large differential item functioning (DIF); no tests showed small, medium, or large differential test functioning. The current study adds to existing literature on measurement comparability and accommodation research on ELs; implications for practice are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01