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Assessing English Language Proficiency in U.S. K–12 Schools
English Learners in U.S. K-12 Schools
Roles of Standards-Based K-12 ELP Assessments
Key Research Areas for Supporting Best Practices of ELP Assessment
Defining an ELP Construct
Sustaining Validation Research
Using Technology in ELP Assessments
Connecting ELP Assessment and Instruction
Concluding Remarks
References
SECTION I. Contexts and Fundamental Considerations in the Development of K–12 ELP Assessments
Standards-Based K–12 English Language Proficiency Assessments in the United States: Current Policies and Practices
Significant Court Cases and Legislation Relevant to ELP Assessment
Lau v. Nichols
Castaneda v. Pickard
No Child Left Behind Act of 2001
Common Core State Standards
Every Student Succeeds Act
Characteristics of Current ELP Assessments
Assessment Content
Language Domains
Standardized Content
Content That Reflects Language Development/Growth within and across Grades
Assessment Consortia and Independent States
Consortia
Independent States
Variation in Approaches to Challenges in Assessment Administration
Assessment of Very Young ELs
Computer-Based Assessment
One-on-One Assessment
Concluding Remarks
Notes
References
The Construct of English Language Proficiency in Consideration of College and Career Readiness Standards
The Federal Policy Context of ELP Standards and Assessments
Role of Language Development Theory in Exploring the ELP Construct
Understanding Contexts of Language Use
Understanding Language Functions
Understanding Linguistic Complexity
Integrated Language and Literacy Skills
Understanding Individual Differences and Learners' Characteristics
Evolving ELP Standards and Constructs in Relation to Academic Content Standards
Identifying Language Knowledge and Skills in CCR Standards and ELP Standards
Examples from CCR Content Standards
Examples from ELP Standards
Implications for Determining the Construct(s) to Be Measured by ELP Assessments
Concluding Remarks
Acknowledgments
Note
References
Innovations and Challenges in K–12 English Language Proficiency Assessment Tasks
Overview of Three Major K-12 ELP Assessments in the United States
Innovations in K-12 ELP Assessment Tasks
The Inclusion of Technology-Enhanced Items
The Provision of Scaffolding in Tasks
Universal Tools Embedded in Assessment
Challenges and Suggestions for Innovative K-12 ELP Assessment Tasks
Developing Age-Appropriate Innovative Tasks
Developing Appropriate Test Administration Procedures for Innovative Tasks
Scoring Innovative Constructed-Response Tasks
Conclusion
References
A Review of Validity Evidence on K–12 English Language Proficiency Assessment: Current State and Future Direction
Background and Theoretical Frameworks for ELP Assessment Validation
Validity Evidence Collection and Regulatory Guidance
Evidence Based on Test Content
Evidence Based on Response Processes
Evidence Based on Internal Structure
Evidence Based on Relations to Other Variables
Evidence for Validity and Consequences of Testing
Reliability and Other Technical Quality
Particular Challenges for Validating ELP Assessment Systems
Validation Research on Reclassification Decisions
Attention to Consequences of ELP Assessment Use
Assessing Young English Learners
Inclusion of ELs with Disabilities in ELP Assessments
Conclusion
References
SECTION II. Empirical Research and Practical Considerations on the Development of K–12 ELP Assessments
Collaborating with Educators on the Development of English Language Proficiency Assessments
Key Parties Involved in the Design and Development of K-12 ELP Assessments
Classroom Educator Involvement in the ELPAC
Pilot Study of Task Types
Item Writing Workshops
Item Review Panels
Sample Selection to Support Constructed-Response Scoring
Support for Score Reporting: Performance Level Descriptor Reviews and Standard Setting
Performance Level Descriptors
Standard Setting
Impact of the Involvement of Educators
Recommendations for Successful Involvement of Educators in Practice
Note
References
Examining Students’ Response Processes in a Computer-Based English Language Proficiency Assessment
Relevant Literature
Advantages of Computer-Based ELP Assessments
Validity Evidence Based on Response Processes for Computer-Based ELP Assessments
Study Contexts and Research Questions
Method
Participants
Study Instruments
Item Types Included in the Study
Tutorial Development for the Study
Procedure
Analysis
Findings
Clarity of Directions and Types of Difficulties
Students' Interaction with TE Features
Recommendations and Actions Taken Based on Findings
Conclusion and Future Research
Notes
References
APPENDIX: Cognitive Lab Interview Questions and Rating Scales
Generating Score Reports: Psychometric Issues to Consider
The Summative ELPAC Test Structure and Score Report
Psychometric Analyses to Generate Score Scales
Overview of Dimensionality Analysis
Overview of Vertical Scaling Analysis
Analysis of the Summative ELPAC Field Test Results
Study One: Dimensionality Analysis
Study Two: Vertical Scaling Analysis
Discussion
References
Validating Threshold Scores for English Language Proficiency Assessment Uses
Contexts of the Present Study: Timing for Setting and Validating Performance Levels
ELPAC Standard-Setting
Design of the Standard-Setting Workshop
Standard-Setting Results and Recommendation for Validation Studies
Study 1: Threshold Score Validation Study Using the Contrasting Groups Method
Study Sample
Study Findings
Study 2: Analyses of the State ELP Assessment in Relation to the State ELA Assessment
Data Sources
Methods
Distribution of EL students by Overall Performance Level on ELPAC: Two Rounds of Analyses
EL students' Performance on the State's ELA Assessment by Overall ELP Performance Level: Two Rounds of Analyses
Results from Descriptive Box Plots: Two Rounds of Analyses
Summary of Findings from Contrasting Groups and Two Rounds of ELP/ELA Analyses
Comparing Performance on the State's ELA Assessment of EL students with ELPAC Overall PL 4 to Similarly Situated EO Students and New RFEP Students
Summary and Discussion
Note
References
Accessibility Considerations for English Learners with Disabilities in English Language Proficiency Assessments
English Learners with Disabilities
ELP Assessment Context for ELSWDs
Assets-Based Perspective
Variability
Designing Accessible Assessments
Accessibility in ELP Assessment in Current Practice
Assessment Accommodations
Complex Interactions between Construct, Disability, and Accommodations
Validity and Fairness of ELP Assessments for EL students with Disabilities: An Example from One State
An ELPAC Cognitive Lab Study
Validity and Fairness Issues
Enhancing Validity and Fairness of ELP Assessments for ELSWDs
Recommendations to Improve Accessibility of ELP Assessments
Clearly Define the Constructs to Be Measured in an Inclusive and Universally Accessible Manner
Identify the Range of Test Taker Characteristics from Disabilities to Accommodations in Need
Include a Multidisciplinary Design Team
Consider Appropriateness, Efficacy, and Opportunity to Learn in Accommodation Assignment
Determine Whether Domain Exemptions Will Be Needed
Develop Guidance for Which Students May Need an Alternate Assessment
Attend to Accessibility at Every Stage of the Assessment Design and Development Process
Implications for Future Research, Policy, and Practice
Note
References
SECTION III. Some Future Considerations in K–12 ELP Assessment
Using Automated Scoring in K–12 English Language Proficiency Assessments
Benefits and Challenges of Automated Scoring
Automated Scoring System Components
Preprocessing
Feature Extraction
Scoring Model
Filtering Model
Automated Scoring Use Cases
Extended Written Response Scoring
Spoken Response Scoring
Practical Considerations and Recommendations
Assessment Construct and Task Design Considerations
Scoring and Score Reporting Considerations
Automated Scoring Model Development and Test Delivery Considerations
Conclusion
Note
References
Teachers’ Perspectives on the Use of Summative English Language Proficiency Assessments for Instructional Purposes
Current Summative ELP Assessments
Educators' Views and Uses of Summative ELP Assessments
Assessment Timing
Classroom Practitioners' Use of the Summative ELP Scores
Purpose of the Study and Research Questions
Methods
Participants
Procedures
Analysis
Findings
Research Question 1: How Did the Content and Delivery Mode of a Summative ELP Assessment Influence Teachers' Classroom Practices?
Content of the ELP Assessment
Delivery Mode of the ELP Assessment
Research Question 2: What Types of Instructional Decisions Did Teachers Make Based on Their EL students' Scores on the Summative ELP Assessment?
To Inform Assessment Practices
To Make Placement and Grouping Decisions
To Measure EL students' Progress over Time
To Inform Other Teachers in the School about How to Support EL Students
Research Question 3: What Factors Affected Teachers' Use of Student Scores on the Summative ELP Assessments for Instructional Purposes?
Timing of the Score Reports
Lack of Detail in the Score Reports
Score Reports Not Meaningful to Students
Validity Concerns about the Speaking Scores
Discussion
Implications for Score Reporting
Limitations and Directions for Future Research
References
Toward a Model of Validity in Accountability Testing
Reform Policies and Accountability Testing
Validity in the Standards: Sources of Evidence
Kane's Argument-Based Validity Approach
Bachman and Palmer Assessment Use Argument
Validation and Accountability
Consequences and Accountability Testing: A Shared Responsibility
Accountability Testing and Anticipatory Research: Social Impact Analysis and Theories of Action
Concluding Remarks
Note
References
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