Ensuring Accuracy In Testing For English Language Learners
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Ensuring Accuracy in Testing for English Language Learners
This guide has the broad purpose of improving large-scale academic assessments for limited-English-proficient (LEP) students. It was written because large-scale assessments are studded with problems that affect not only how equitable the achievement of LEP students can be measured, but also how effectively LEP students' mastery of content is assessed. LEP students may understand more than they are allowed to demonstrate under the confines of large scale tests designed for mainstream use with students sharing common cultural experiences. This guide is designed to provide both practical, research-based information for individuals and groups developing and administering tests of academic achievement for LEP students. It is also intended to provide lucid, easily accessible knowledge for policymakers that clarify the complex issues facing LEP students. The guide is organized into 10 chapters with two appendices. Chapters cover the following topics: issues of alignment, inclusion, and participation; alignment of performance standards to content standards; test specifications and the accessibility framework for LEP students; accessibility on writing terms; writing accessible rubrics; promising administrative and response accommodations; expanded bias reviews; scoring constructed response items; demonstrating the technical merit of assessments; and accessibility considerations when reporting and using test results. The appendices offer a technical discussion of issues related to accessibility and the highlights of key research on assessment of LEP students. (Contains 60 references.) (KFT)
Improving Testing For English Language Learners
More than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. Key features of this important new book include the following... Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting. Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point. Research Focus – All chapters include an extensive review of current research. Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today. This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools.
Testing English-Language Learners in U.S. Schools
Author: National Research Council
language: en
Publisher: National Academies Press
Release Date: 2001-01-12
The Committee on Educational Excellence and Testing Equity was created under the auspices of the National Research Council (NRC), and specifically under the oversight of the Board on Testing and Assessment (BOTA). The committee's charge is to explore the challenges that face U.S. schools as they work to achieve the related goals of academic excellence and equity for all students. This report provides not only the summary of a workshop held by the forum on the testing of English-language learners (students learning English as an additional language) in U.S. schools, but also a report on the committee's conclusions derived from that workshop and from subsequent deliberations.