Psychometric Issues in the ELL Assessment and Special Education Eligibility

Autor/in	Abedi, Jamal
Titel	Psychometric Issues in the ELL Assessment and Special Education Eligibility
Quelle	In: Teachers College Record, 108 (2006) 11, S.2282-2303 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
DOI	10.1111/j.1467-9620.2006.00782.x
Schlagwörter	Second Language Learning; Test Items; Psychometrics; Inferences; Error of Measurement; Test Validity; Special Education; Language Proficiency; Learning Disabilities; Eligibility; English (Second Language); Test Bias; Classification; Identification; Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Test content; Testaufgabe; Psychometry; Psychometrie; Inference; Inferenz; Messfehler; Testvalidität; Special needs education; Sonderpädagogik; Sonderschulwesen; Language skill; Language skills; Sprachkompetenz; Learning handicap; Lernbehinderung; Eignung; English as second language; English; Second Language; Englisch als Zweitsprache; Testkritik; Classification system; Klassifikation; Klassifikationssystem; Identifikation; Identifizierung; Schulnote; Studentische Bewertung
Abstract	Assessments in English that are constructed for native English speakers may not provide valid inferences about the achievement of English language learners (ELLs). The linguistic complexity of the test items that are not related to the content of the assessment may increase the measurement error, thus reducing the reliability of the assessment. Language factors that are not relevant to the content being assessed may also be a source of construct-irrelevant variance and negatively impact the validity of the assessment. More important, the results of these tests used as the criteria for identification and classification of ELL students, particularly those at the lower end of the English proficiency spectrum, may be misleading. Caution must be exercised when the results of these tests are used for special education eligibility, particularly in placing ELL students with lower English language proficiency in the learning/reading disability category. This article discusses psychometric issues in the assessment of English language learners and examines the validity of classifying ELL students, with a focus on the possibility of misclassifying ELL students as students with learning disabilities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10