Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity

Autor/inn/en	Kieffer, Michael J.; Lesaux, Nonie K.; Rivera, Mabel; Francis, David J.
Titel	Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity
Quelle	In: Review of Educational Research, 79 (2009) 3, S.1168-1201 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654309332490
Schlagwörter	Academic Discourse; Testing Accommodations; Validity; Second Language Learning; Measures (Individuals); Glossaries; Mathematics Skills; Language Skills; Inferences; English (Second Language); Meta Analysis; Scores; Dictionaries; Mathematics Tests; Science Tests; Achievement Tests; Achievement Gap + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Gültigkeit; Zweitsprachenerwerb; Messdaten; Glossary; Glossar; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Inference; Inferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Meta-analysis; Metaanalyse; Dictionary; Wörterbuch; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung
Abstract	Including English language learners (ELLs) in large-scale assessments raises questions about the validity of inferences based on their scores. Test accommodations for ELLs are intended to reduce the impact of limited English proficiency on the assessment of the target construct, most often mathematic or science proficiency. This meta-analysis synthesizes research on the effectiveness and validity of such accommodations for ELLs. Findings indicate that none of the seven accommodations studied threaten the validity of inferences. However, only one accommodation--providing English dictionaries or glossaries--has a statistically significant effect on ELLs' performance, and this effect equates to only a small reduction in the achievement score gap between ELLs and native English speakers. Findings suggest that accommodations to reduce the impact of limited language proficiency on academic skill assessment are not particularly effective. Given this, we posit a hypothesis about the necessary role of academic language skills in mathematics and science assessments. (Contains 5 notes and 2 tables.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10