Issues and Consequences for English Language Learners

Autor/in	Abedi, Jamal
Titel	Issues and Consequences for English Language Learners
Quelle	In: Yearbook of the National Society for the Study of Education, 104 (2005) 2, S.175-198 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0077-5762
Schlagwörter	Federal Legislation; Accountability; Language Proficiency; Limited English Speaking; English (Second Language); Student Evaluation; Test Bias; Classification; Language Usage; Testing Accommodations; Test Validity; Cultural Influences; Achievement Tests; Translation; Language of Instruction; United States; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Bundesrecht; Verantwortung; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Schulnote; Studentische Bewertung; Testkritik; Classification system; Klassifikation; Klassifikationssystem; Sprachgebrauch; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Testvalidität; Cultural influence; Kultureinfluss; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Teaching language; Unterrichtssprache; USA
Abstract	A fair and valid assessment for every child, as mandated by legislation such as the No Child Left Behind Act (NCLB) of 2001 and the Improving America's School Act of 1994, must consider the complexity inherent in assessments for subgroups of students. Due to the rapid growth of the population of English language learners (ELLs) in the United States, and because of the confounding of language proficiency with content assessments of ELL students, issues concerning the assessment of these students deserve special attention. ELL students, relative to their non-ELL counterparts, are not performing as well academically, which has implications for their future success. This chapter is structured around a discussion of factors that potentially have a great impact on the equity and fairness of assessment for the ELL student population. These factors include: (1) the classification of ELL students; (2) inclusion/exclusion criteria; (3) the impact of language factors on the assessment of ELL students; (4) the use of test forms in different languages as an accommodation; (5) the appropriateness, validity, and feasibility of accommodations; and (6) cultural and other factors. These issues can have a significant impact on the authenticity of the accountability system for ELL students. The greater the impact of these factors on ELL student performance, the more the fairness of accountability systems is compromised. (ERIC).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10