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Descriptive Study Of State Assessment Policies For Accommodating English Language Learners
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Book Synopsis Descriptive Study of State Assessment Policies for Accommodating English Language Learners by : Lynn Shafer Willner
Download or read book Descriptive Study of State Assessment Policies for Accommodating English Language Learners written by Lynn Shafer Willner and published by . This book was released on 2008 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 2006, the Government Accountability Office (GAO) conducted a study of the U.S. Department of Education's (ED)'s efforts to support states in meeting the No Child Left Behind Act (NCLB) (Ashby, 2006). The study found the requirement to include all students, including English language learners (ELLs) in standards and assessment systems, a continuing challenge for states. The GAO report concluded that states needed more knowledge about how to assess ELLs' academic achievement and recommended that ED provide direct assistance to states. In response, ED established the LEP Partnership. Through the partnership, state representatives working on issues of assessment and accountability are convened. These sessions provide a forum through which ED and the states can address questions and issues, receive expert guidance, and learn from one another regarding the assessment of Limited English Proficient (LEP) students, or ELLs as they are referred to throughout this paper. At the first LEP Partnership meeting in October 2006, state education agency (SEA) staff concurred that it would be beneficial to collaborate in the refinement of state assessment policies addressing the accommodation of ELLs in state content assessments. In response to this recommendation, ED charged The George Washington University Center for Equity and Excellence in Education (GW-CEEE) to develop a Guide for SEAs to use to improve state policies for accommodating ELLs. As a foundation for developing the Guide, this study of state assessment policies examined the number and types of accommodations specified for ELLs. It provides an in depth analysis of the extent to which state assessment policies address the accommodation of ELLs. This paper provides a review of literature that provides background on the ELL student population shift and ongoing gaps in student achievement which have widened and deepened the challenges faced by US educators. It offers an overview of the legislative mandates for the inclusion and accommodation of ELLs in state assessments and the supporting policy research examining state policies for including and accommodating ELLs. It concludes with an overview of the research base on specific accommodations, research on the assignment of accommodations for particular content assessments, and research on guidance for monitoring the accommodation of ELLs. (Contains 6 figures and 18 tables.) [Funding for this paper was provided by the U.S. Department of Education's (ED) LEP Partnership.].
Book Synopsis Best Practices in State Assessment Policies for Accommodating English Language Learners by : Barbara D. Acosta
Download or read book Best Practices in State Assessment Policies for Accommodating English Language Learners written by Barbara D. Acosta and published by . This book was released on 2008 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: Charged by the U.S. Department of Education, The George Washington University Center for Equity and Excellence in Education (GW-CEEE) developed a Guide for state education agencies (SEAs) to use to improve state assessment policies for accommodating English language learners (ELLs). As a foundation for the Guide, GW-CEEE designed two studies, the Descriptive Study and the Best Practices Study. For the Descriptive Study GW-CEEE reviewed state assessment policies and examined the number and types of accommodations specified for ELLs (Shafer Willner, Rivera, & Acosta, 2008). The Best Practices Study involved the application of a Delphi technique to obtain consensus from an expert panel about which accommodations identified in the Descriptive Study were ELL-responsive. Members of the panel, which included experts knowledgeable about research, policy and practice in the areas of assessment, psychometrics, language testing, second language acquisition, and instruction of ELLs, relied on professional judgment to vet a list of ELL-responsive accommodations and then mapped these accommodations to English language proficiency (ELP) levels and to selected student background variables. The expert panel concluded with recommendations for states to consider when refining policy for the accommodation of ELLs. Recommendations from the Best Practices Study build on the emerging research base and, together with recommendations from the Descriptive Study, provide the basis for the development of the "Guide for Refining State Assessment Policies for Accommodating English Language Learners": (1) Screen accommodations for ELL-responsiveness; (2) Standardize and clearly describe accommodations; (3) Distinguish between test administration practices and accommodations; (4) Offer accommodations for ELLs at each English language proficiency level; and (5) Offer accommodations for ELLs with different levels of literacy in English and the native language. (Contains 1 figure and 9 tables.).
Book Synopsis State Assessment Policy and Practice for English Language Learners by : Charlene Rivera
Download or read book State Assessment Policy and Practice for English Language Learners written by Charlene Rivera and published by Routledge. This book was released on 2014-05-12 with total page 505 pages. Available in PDF, EPUB and Kindle. Book excerpt: State Assessment Policy and Practice for English Language Learners presents three significant studies, each examining a different aspect of states' strategies for including English language learners in state assessments. *an Analysis of State Assessment Policies Regarding Accommodations for English Language Learners; *a Survey and Description of Test Translation Practices; and *an Examination of State Practices for Reporting Participation and Performance of English Language Learners in State Assessments. With the rise in population of English language learners and the subsequent stepped-up legislative focus on this student population over the past decade, states have been challenged to include English language learners in state assessment programs. Until now, the little data available on states' policies and practices for meeting this challenge has been embedded in various reports and professional journals and scattered across the Internet. This volume offers, for the first time, a focused examination of states' assessment policies and practices regarding English language learners. The three studies were supported by OELA, the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students. State Assessment Policy and Practice for English Language Learners is of interest to researchers and professionals involved with the assessment of English language learners; state- and district-level policy makers; and academics, teacher educators, and graduate students in a number of fields, including educational and psychological assessment, testing and measurement, bilingual education, English as a second language, and second language acquisition.
Book Synopsis Guide for Refining State Assessment Policies for Accommodating English Language Learners by : Charlene Rivera
Download or read book Guide for Refining State Assessment Policies for Accommodating English Language Learners written by Charlene Rivera and published by . This book was released on 2008 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: In meeting the inclusion provisions for English language learners (ELLs) in state assessment systems, it is important to assure the meaningful representation of what students know and can do. States have relied on accommodations as one of the principle means to increase the validity of ELL test scores. Yet current knowledge about effective accommodations for ELLs is limited. Moreover, because accommodations were originally implemented to support students with disabilities, many states have not distinguished between accommodations for ELLs and students with disabilities. In contrast to students with disabilities who need accommodations that address their particular disability, ELLs need accommodations that provide "linguistic" support. This support is needed to help them demonstrate what they know and can do on assessments given in English. Additionally, it is important to recognize the heterogeneity of the ELL population. To increase the validity and reliability of assessment results for ELLs, policy makers will need to carefully consider how to accommodate ELLs at varying stages of English language proficiency (ELP), native language literacy, and with differing educational backgrounds. The aim of this Guide is to support states in refining assessment policies so they are more responsive to the linguistic needs of ELLs. It is designed to help state education agencies build policies that coherently address ELLs, and that clearly distinguish the accommodation of ELLs from the accommodation of students with disabilities. The paper also provides an overview of research on accommodations and highlights studies on specific accommodations for ELLs. This is followed by a discussion of the relevant findings from the Descriptive and Best Practices studies, which form the foundation for the organization and content of the Guide. A glossary of terms is included. (Contains 1 table.) [This publication was supported by the U.S. Department of Education's (ED) LEP Partnership.].
Book Synopsis Keeping Score for All by : National Research Council
Download or read book Keeping Score for All written by National Research Council and published by National Academies Press. This book was released on 2004-09-02 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Book Synopsis Advocating for English Learners by : Diane Staehr Fenner
Download or read book Advocating for English Learners written by Diane Staehr Fenner and published by Corwin Press. This book was released on 2013-09-18 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: "English learners (ELs) are the fastest-growing segment of the K-12 population. But Els and their families, who are in the process of learning English and navigating an often-unfamiliar education system, may not have a voice powerful enough to articulate their needs. Consequently, all teachers and administrators must advocate for this all-important diverse group of students who will become tomorrow's workforce."--Back cover.
Book Synopsis The Assessment of Emergent Bilinguals by : Kate Mahoney
Download or read book The Assessment of Emergent Bilinguals written by Kate Mahoney and published by Multilingual Matters. This book was released on 2017-02-20 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: This textbook is a comprehensive introduction to the assessment of students in K-12 schools who use two or more languages in their daily life: English Language Learners (ELLs), or Emergent Bilinguals. The book includes a thorough examination of the policy, history and assessment/measurement issues that educators should understand in order to best advocate for their students. The author presents a decision-making framework called PUMI (Purpose, Use, Method, Instrument) that practitioners can use to better inform assessment decisions for bilingual children. The book will be an invaluable resource in teacher preparation programs, but will also help policy-makers and educators make better decisions to support their students.
Book Synopsis Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments. Practical Guidelines for the Education of English Language Learners. Book 3 of 3 by : David J. Francis
Download or read book Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments. Practical Guidelines for the Education of English Language Learners. Book 3 of 3 written by David J. Francis and published by . This book was released on 2006 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fundamental principles underlying the "No Child Left Behind (NCLB) Act of 2001" focus on high standards of learning and instruction with the goal of increasing academic achievement--reading and math in particular--within all identified subgroups in the K-12 population. One of these subgroups is the growing population of English Language Learners (ELLs). NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to this special and heterogeneous group of learners. However, ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of content-area knowledge. Educators have raised multiple questions about effective practices and programs to support the academic achievement of all ELLs, including questions about classroom instruction and targeted interventions in reading and math, the special needs of adolescent newcomers, and the inclusion of ELLs in large-scale assessments. This document focuses explicitly on this last issue and in particular on research-based recommendations on the use of accommodations to increase the valid participation of ELLs in large-scale assessments. This document is organized into three sections. The first section provides an overview with important background information on the inclusion of ELLs in large-scale assessments and the role of language in content-area assessments. This background information lays the groundwork for understanding and selecting the types of accommodations that are likely to benefit ELLs. In the second section, the authors provide background information on accommodations, including the complementary concepts of "effectiveness" and "validity", as they relate to proposed accommodations. They also review relevant research on state policies regarding accommodations for ELLs. In the final section, they provide descriptions of the most common accommodations that have been studied in the empirical research and conduct a quantitative synthesis (i.e., "meta-analysis") of this research in order to determine those accommodations that are currently known to be most effective. Also, in this final section, the authors offer recommendations and conclusions for the use of accommodations in order to increase the valid participation of ELLs in state assessments. Appendices include: (1) Literature Search Strategy; (2) Studies Excluded from Meta-Analysis; (3) Overview of Meta-Analysis Methods; (4) Descriptive Information and Effect Size Calculations for 11 Studies Used in Meta-Analysis; and (5) Forrest Plot of Effect Sizes and 95% Confidence Intervals from Random Effects Model. (Contains 2 tables and 27 endnotes.) [For related reports see, "Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners. Book 1 of 3" (ED517790) and "Research-Based Recommendations for Serving Adolescent Newcomers. Practical Guidelines for the Education of English Language Learners. Book 2 of 3" (ED517791).].
Book Synopsis 2007 State Policies on Assessment Participation and Accommodations for Students with Disabilities. Synthesis Report 69 by : Laurene L. Christensen
Download or read book 2007 State Policies on Assessment Participation and Accommodations for Students with Disabilities. Synthesis Report 69 written by Laurene L. Christensen and published by . This book was released on 2008 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This document presents an update of a 2006 report from NCEO tracking and analyzing state policies on assessment participation and accommodations since 1992. The purpose of the current analysis is to update information on these policies that was last reported by NCEO in 2006 (based on 2005 data). In this analysis, policies from all 50 states, plus 8 of the unique states, were reviewed. Two unique states, the Bureau of Indian Education and the U.S. Virgin Islands, were not included in the analysis. The current analysis of states' 2007 participation and accommodation policies found that state policies on participation and accommodation continue to evolve, and that they have become more detailed and specific than in previous years. The study found that state policies focus more on accommodations that allow for valid scores. There is a greater differentiation among accommodations for different groups of students (students with Individualized Education Programs, students with 504 Plans, English language learners). All regular states and some unique states have Web sites where users can access their policies. The "read aloud questions" and "sign interpret questions" accommodations continue to be controversial. More states have policies that prohibit certain accommodations than they did in 2005. More states have guidelines for the use of accommodations requiring a third party/access assistant (scribe, reader, sign language interpreter). This document is a descriptive analysis of the written policies that states have for the participation of students with disabilities in assessments and the use of accommodations during their assessments. Appended are: (A) State Documents Used in Analysis of Participation and Accommodation Policies; and (B) Participation and Accommodation Guidelines by State. (Contains 38 tables and 10 figures.).
Book Synopsis The Assessment of Multilingual Learners by : Kate Mahoney
Download or read book The Assessment of Multilingual Learners written by Kate Mahoney and published by Channel View Publications. This book was released on 2024-07-03 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a comprehensive introduction to the topic of assessing students who use two or more languages in their daily life. The book provides foundational information for assessing multilingual learners (MLs) in schools, with an emphasis on school language and content. Major assessment ideas are viewed through a framework called PUMI (Purpose, Use, Method and Instrument) to help readers focus on important assessment principles, leading to better quality assessments for MLs. This is a substantially revised and updated second edition of The Assessment of Emergent Bilinguals. Updates in this edition include a greater focus on multilingual assessment and assessment in language contexts in addition to English/Spanish. This edition addresses both the current politics of multilingual assessment and recent theoretical developments, including an expanded exploration of translanguaging in assessment contexts. This edition aims to be more practical than the first edition, with more examples of assessments and rubrics, and a greater emphasis on using assessment results in formative ways.
Book Synopsis The Routledge Handbook of Language Testing by : Glenn Fulcher
Download or read book The Routledge Handbook of Language Testing written by Glenn Fulcher and published by Routledge. This book was released on 2021-12-15 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt: This second edition of The Routledge Handbook of Language Testing provides an updated and comprehensive account of the area of language testing and assessment. The volume brings together 35 authoritative articles, divided into ten sections, written by 51 leading specialists from around the world. There are five entirely new chapters covering the four skills: reading, writing, listening, and speaking, as well as a new entry on corpus linguistics and language testing. The remaining 30 chapters have been revised, often extensively, or entirely rewritten with new authorship teams at the helm, reflecting new generations of expertise in the field. With a dedicated section on technology in language testing, reflecting current trends in the field, the Handbook also includes an extended epilogue written by Harding and Fulcher, contemplating what has changed between the first and second editions and charting a trajectory for the field of language testing and assessment. Providing a basis for discussion, project work, and the design of both language tests themselves and related validation research, this Handbook represents an invaluable resource for students, researchers, and practitioners working in language testing and assessment and the wider field of language education.
Book Synopsis True American by : Rosemary C. Salomone
Download or read book True American written by Rosemary C. Salomone and published by Harvard University Press. This book was released on 2010-03-30 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can schools meet the needs of an increasingly diverse population of newcomers? Do bilingual programs help children transition into American life, or do they keep them in a linguistic ghetto? Are immigrants who maintain their native language uninterested in being American, or are they committed to changing what it means to be American? In this ambitious book, Rosemary Salomone uses the heated debate over how best to educate immigrant children as a way to explore what national identity means in an age of globalization, transnationalism, and dual citizenship. She demolishes popular myths—that bilingualism impedes academic success, that English is under threat in contemporary America, that immigrants are reluctant to learn English, or that the ancestors of today’s assimilated Americans had all to gain and nothing to lose in abandoning their family language. She lucidly reveals the little-known legislative history of bilingual education, its dizzying range of meanings in different schools, districts, and states, and the difficulty in proving or disproving whether it works—or defining it as a legal right. In eye-opening comparisons, Salomone suggests that the simultaneous spread of English and the push toward multilingualism in western Europe offer economic and political advantages from which the U.S. could learn. She argues eloquently that multilingualism can and should be part of a meaningful education and responsible national citizenship in a globalized world.
Book Synopsis The History of Educational Measurement by : Brian E. Clauser
Download or read book The History of Educational Measurement written by Brian E. Clauser and published by Taylor & Francis. This book was released on 2021-07-07 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: The History of Educational Measurement collects essays on the most important topics in educational testing, measurement, and psychometrics. Authored by the field’s top scholars, this book offers unique historical viewpoints, from origins to modern applications, of formal testing programs and mental measurement theories. Topics as varied as large-scale testing, validity, item-response theory, federal involvement, and notable assessment controversies complete a survey of the field’s greatest challenges and most important achievements. Graduate students, researchers, industry professionals, and other stakeholders will find this volume relevant for years to come.
Book Synopsis Evaluating ALL Teachers of English Learners and Students With Disabilities by : Diane Staehr Fenner
Download or read book Evaluating ALL Teachers of English Learners and Students With Disabilities written by Diane Staehr Fenner and published by Corwin Press. This book was released on 2015-03-04 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unique Student Strengths and Needs Require Unique Teacher Evaluation Methods. Teacher evaluation should never be used in a “one-size-fits-all” manner, especially when evaluating all teachers who work with English Learners (ELs) and students with disabilities. Evaluations of all teachers who work with diverse learners require unique considerations. Such considerations are precisely what you’ll learn in this comprehensive, action-oriented book. Backed by research and case studies, the authors detail: Four Principles for Inclusive Teacher Evaluation of diverse learners compatible with the Danielson and Marzano frameworks Specialized “look-fors” evaluators can use and adapt to recognize effective teaching of diverse learners Strategies for coaching teachers who need more support reaching diverse learners
Book Synopsis Keeping Score for All by : National Research Council
Download or read book Keeping Score for All written by National Research Council and published by . This book was released on 2004-09-02 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of statesâ (TM) policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Download or read book Collision Course written by Paul Manna and published by CQ Press. This book was released on 2010-10-12 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: What happens when federal officials try to accomplish goals that depend on the resources and efforts of state and local governments? Focusing on the nation's experience with the No Child Left Behind Act (NCLB), Manna's engaging case study considers just that question. Beyond the administrative challenges NCLB unleashed, Collision Course examines the dynamics at work when federal policymakers hold state and local governments accountable for results. Ambitions for higher performance collide with governing structures and practices. Were the collisions valuable for their potential to transform education policy, or has the law inflicted too much damage on state and local institutions responsible for educating the nation's youth? The results have been both positive and negative. As Manna points to increased capabilities in states and localities, he also looks at expanded bureaucratic requirements. Collision Course offers a balanced and in-depth assessment of a policy that has sparked heated debate over a broad expanse of time- from NCLB's adoption through its implementation to the Obama administration's attempts to shift away. Federalism, the policymaking process, and the complexity of education policy all get their due in this accessible and analytical supplement.
Book Synopsis Connecting Policy to Practice by : Mikyung Kim Wolf
Download or read book Connecting Policy to Practice written by Mikyung Kim Wolf and published by . This book was released on 2009 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accommodations have been widely utilized as a way of increasing the validity of content assessments for ELL students. However, concerns have also arisen regarding the validity of accommodation use, as well as accessibility and fairness. While many states have developed ELL-specific accommodation policies and guidelines, little research has been available on how the accommodation policies are carried out in practice. The present study investigated two states' accommodation policies, specifically for the states' respective large-scale Grade 8 math assessments, and conducted a case study to examine teachers' understanding of the policies and uses of accommodations in their respective schools. Results indicated a wide variation in applying the policies in practice, which raises a validity concern for providing accommodations and interpreting accommodated test results. Based on the findings, implications and recommendations for an appropriate use of accommodations are offered. Summary tables for teacher survey responses are appended. (Contains 36 tables, 4 figures and 3 footnotes.).
