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Author : Jamal Abedi
Publisher :
ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.3/5 (21 download)
Download or read book Research-supported Accommodation for English Language Learners in NAEP written by Jamal Abedi and published by . This book was released on 2003 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Carlene Rivera
Publisher :
ISBN 13 :
Total Pages : 67 pages
Book Rating : 4.:/5 (16 download)
Download or read book An Analysis of State Assessment Policies Addressing the Accommodation of English Language Learners written by Carlene Rivera and published by . This book was released on 2004 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper reviews 15 research studies that: (1) examined effects of particular accommodations or groups of accommodations on performance: and (2) employed experimental and quasi-experimental research designs that allowed examination of the effect of the accommodation(s) on English Language Learners (ELLs) and non-ELLs. Studies looked at one or more of the following types of accommodations: (1) linguistic simplification; (2) customized English dictionaries and glossaries; (3) use of the native language; (4) reading items and/or directions aloud; and (5) providing extra time in combination with other accommodations. Although research on accommodations for ELLs is inconclusive, two kinds of accommodations appear to hold promise: native language versions of assessments and linguistic simplification of English versions. Combining specific direct linguistic support accommodations with specific indirect linguistic support accommodations also appears to support ELL performance on assessments. The paper reviews states' SY 2000-2001 policies related to testing accommodations for ELLs. Policies were often organized explicitly around the needs of two student groups: ELLs and students with disabilities (SDs). Overall, the most noticeable trend with regard to treatment of content areas is that accommodations providing direct linguistic support to ELLs were more likely to be prohibited for English language arts than for other content areas. A majority of states arranged accommodations within a taxonomy developed for students with disabilities (timing/scheduling, setting, presentation, and response). Recommendations for selecting appropriate accommodations for NAEP include the following: (1) Use an ELL-responsive framework as a tool for selecting appropriate accommodations for ELLs; (2) Use accommodations that are responsive to ELLs to provide direct or indirect linguistic support; (3) Use student background variables to inform selection of appropriate accommodations based on a consistent operational definition of English language learner, the student's level of English language proficiency, and the language of instruction; and (4) Use accommodations supported by research. In addition, the paper recommends that a panel of experts be charged with identifying at least two accommodations to be field tested for use on the National Assessment of Educational Progress (NAEP). Three appendixes include: (1) Overview of Accommodations Research; (2) Data from States' Assessment Policies for SY 2000-2001; and (3) NAEP Accommodations. (Contains 8 footnotes, 4 figures, and 19 tables.) [This paper was commissioned by the National Assessment Governing Board (NAGB) to serve as background information for conference attendees at the NAGB Conference on Increasing the Participation of SD and LEP Students in NAEP. The data presented in this paper are excerpted from a project conducted for the US Department of Education, Office of English Language Acquisition.].
Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 0309165903
Total Pages : 150 pages
Book Rating : 4.3/5 (91 download)
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.
Author : Lynn Shafer Willner
Publisher :
ISBN 13 :
Total Pages : 124 pages
Book Rating : 4.:/5 (16 download)
Download or read book Decision-Making Practices of Urban Districts for Including and Accommodating English Language Learners in NAEP written by Lynn Shafer Willner and published by . This book was released on 2007 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents findings from a study conducted by The George Washington University Center for Equity and Excellence in Education (GW-CEEE) under the sponsorship of the National Center for Educational Statistics (NCES). The purpose of the study is to describe and analyze school-based decision-making practices relevant to the inclusion and accommodation of English language learners (ELLs) in the 2005 National Assessment of Educational Progress (NAEP), which was administered as part of the Trial Urban District Assessment (TUDA). This study investigated how school personnel in urban districts make decisions regarding the inclusion and accommodation of ELLs in NAEP. The study explored the following research questions for a sample of four of the 11 TUDA districts for the 2005 administration of Reading and Mathematics assessments in NAEP at Grades 4 and 8: (1) What factors influenced decisions of school personnel regarding whether to include or exclude ELLs in NAEP?; (2) What factors influenced decisions of school personnel regarding the use of accommodations for those ELLs who were included in NAEP?; and (3) What was the relationship, if any, between the decision to include and the decision to accommodate? For ELL inclusion decisions, decision makers at 26 of the 29 sample schools across the four districts said they relied on ELL-responsive criteria--e.g., "language-related," "academic-related," "time-related," and "opinion-related" criteria. Data further indicated that decision makers applying ELL-responsive criteria had selected from a wide range of criteria from within this category. For accommodations decisions, the application of SD criteria was equally as prevalent as the application of ELL-responsive criteria. A review of the accommodations decision-making practices for the 29 schools indicated that 13 schools relied on ELL-responsive criteria, while almost as many schools (12) relied on criteria intended for students with disabilities. In sum, findings from this study reflect the complex interaction of decision-making practices with the school culture, district and state policies, and the pressures of daily existence in schools. These findings support the conclusion that (1) reliance on state assessment policy or classroom practice for NAEP inclusion and accommodations criteria may result in inconsistent and/or inappropriate decisions; (2) that school decision makers need a greater understanding of the needs of ELLs in relation to high stakes testing, in particular regarding the distinction between the needs of ELLs and those of students with disabilities; and (3) that stronger guidance may be needed from NAEP in order to assure the use of appropriate criteria to support the decision-making process. Appended are: (1) Interview Protocol for NAEP School Decision Makers; (2) Analysis Codes; and (3) District Overviews and School Profiles for the Four TUDA Districts. (Contains 3 figure, 34 tables, and 10 footnotes.).
Author : Guillermo Solano Flores
Publisher : Routledge
ISBN 13 : 1134073437
Total Pages : 190 pages
Book Rating : 4.1/5 (34 download)
Download or read book Assessing English Language Learners written by Guillermo Solano Flores and published by Routledge. This book was released on 2016-01-29 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assessing English Language Learners explains and illustrates the main ideas underlying assessment as an activity intimately linked to instruction and the basic principles for developing, using, selecting, and adapting assessment instruments and strategies to assess content knowledge in English language learners (ELLs). Sensitive to the professional development needs of both in-service and pre-service mainstream teachers with ELLs in their classrooms and those receiving formal training to teach culturally and linguistically diverse students, the text is designed to engage readers in viewing assessment as a critical part of teaching appreciating that assessments provide teachers with valuable information about their students’ learning and thinking becoming aware of the relationship among language, culture, and testing understanding the reasoning that guides test construction recognizing the limitations of testing practices being confident that assessment is an activity classroom teachers (not only accountability specialists) can perform Highlighting alternative, multidisciplinary approaches that address linguistic and cultural diversity in testing, this text, enhanced by multiple field-tested exercises and examples of different forms of assessment, is ideal for any course covering the theory and practice of ELL assessment.
Author : Rebecca Kopriva
Publisher : Routledge
ISBN 13 : 1135595992
Total Pages : 348 pages
Book Rating : 4.1/5 (355 download)
Download or read book Improving Testing For English Language Learners written by Rebecca Kopriva and published by Routledge. This book was released on 2011-02-23 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Author : National Research Council
Publisher :
ISBN 13 : 9780309384063
Total Pages : 150 pages
Book Rating : 4.3/5 (84 download)
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.
Author : Frances A. Butler
Publisher :
ISBN 13 :
Total Pages : 48 pages
Book Rating : 4.3/5 (21 download)
Download or read book Accommodation Strategies for English Language Learners on Large-scale Assessments written by Frances A. Butler and published by . This book was released on 1997 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Charlene Rivera
Publisher : Routledge
ISBN 13 : 1134813821
Total Pages : 484 pages
Book Rating : 4.1/5 (348 download)
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 484 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.
Author : Ofelia García
Publisher : Multilingual Matters
ISBN 13 : 1853599077
Total Pages : 312 pages
Book Rating : 4.8/5 (535 download)
Download or read book Bilingual Education written by Ofelia García and published by Multilingual Matters. This book was released on 2007 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book contains a comprehensive selection of outstanding and influential articles on bilingual education in the USA and the rest of the world. It is designed for instructors and students, with questions and activities based on each of the 19 readings for students to engage in active learning.
Author : Richard J. Morris
Publisher : Routledge
ISBN 13 : 1135925143
Total Pages : 436 pages
Book Rating : 4.1/5 (359 download)
Download or read book Evidence-Based Interventions for Students with Learning and Behavioral Challenges written by Richard J. Morris and published by Routledge. This book was released on 2008-01-14 with total page 436 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
Author : Gladis Kersaint
Publisher : Routledge
ISBN 13 : 113622758X
Total Pages : 280 pages
Book Rating : 4.1/5 (362 download)
Download or read book Teaching Mathematics to English Language Learners written by Gladis Kersaint and published by Routledge. This book was released on 2014-06-05 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's mathematics classrooms increasingly include students for whom English is a second language. Teaching Mathematics to English Language Learners provides readers a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the secondary mathematics classroom. Framed by a research perspective, Teaching Mathematics to English Language Learners presents practical instructional strategies for engaging learners that can be incorporated as a regular part of instruction. The authors offer context-specific strategies for everything from facilitating classroom discussions with all students, to reading and interpreting math textbooks, to tackling word problems. A fully annotated list of math web and print resources completes the volume, making this a valuable reference to help mathematics teachers meet the challenges of including all learners in effective instruction. Features and updates to this new edition include: An updated and streamlined Part 1 provides an essential overview of ELL theory in a mathematics specific context. Additional practical examples of mathematics problems and exercises make turning theory into practice easy when teaching ELLs New pedagogical elements in Part 3 include tips on harnessing new technologies, discussion questions and reflection points. New coverage of the Common Core State Standards, as well as updates to the web and print resources in Part 4.
Author : Michael J. Kieffer
Publisher :
ISBN 13 :
Total Pages : 48 pages
Book Rating : 4.:/5 (16 download)
Download or read book Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments written by Michael J. Kieffer and published by . This book was released on 2012 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents results from a new quantitative synthesis of research on the effectiveness and validity of test accommodations for English language learners (ELLs) taking large-scale assessments. In 2006, the Center on Instruction published a review of the literature on test accommodations for ELLs titled "Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for the Use of Accommodations in Large-Scale Assessments" (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). This new publication provides an update to the 2006 report, incorporating evidence from nine studies not previously included and providing updated recommendations for educators and policy-makers. Results drawn from 20 studies (including, in total, more than 33,000 students, of whom more than 9,400 were ELLs) were aggregated using meta-analysis. The studies were primarily conducted using researcher-created tests of mathematics and science with items drawn from the National Assessment of Educational Progress (NAEP) in grades 4 and 8. Drawing on the existing evidence, the authors suggest the following recommendations, ordered by the strength of the available evidence: (1) Use simplified English in test design, eliminating irrelevant language demands for all students; (2) Provide English dictionaries/glossaries to ELLs; (3) Match the language of tests and accommodations to the language of instruction; and (4) Provide extended time to ELLs or use untimed tests for all students. Appended are: (1) Characteristics of studies included in the meta-analysis on effectiveness of accommodations; (2) Comparisons of included studies to those included in Francis et al. (2006) and Pennock-Roman (2011) with reasons for inclusion for newly added studies since Francis et al. (2006); (3) Discussion of the choice of unit of analysis; and (4) Reporting of technical results. (Contains 3 tables and 3 footnotes.) [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); "Research-Based Recommendations for Serving Adolescent Newcomers. Practical Guidelines for the Education of English Language Learners. Book 2 of 3" (ED517791); and "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" (ED517792).].
Author : Marilyn Shatz
Publisher : Guilford Press
ISBN 13 : 9781606236598
Total Pages : 0 pages
Book Rating : 4.2/5 (365 download)
Download or read book The Education of English Language Learners written by Marilyn Shatz and published by Guilford Press. This book was released on 2010-04-22 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech–language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.
Author : National Research Council
Publisher : National Academies Press
ISBN 13 : 0309072972
Total Pages : 58 pages
Book Rating : 4.3/5 (9 download)
Download or read book Testing English-Language Learners in U.S. Schools written by National Research Council and published by National Academies Press. This book was released on 2001-01-12 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Author : Kate Mahoney
Publisher : Multilingual Matters
ISBN 13 : 1783097280
Total Pages : 159 pages
Book Rating : 4.7/5 (83 download)
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.
Author : Linda I. Rosa-Lugo
Publisher : Plural Publishing
ISBN 13 : 1635501555
Total Pages : 455 pages
Book Rating : 4.6/5 (355 download)
Download or read book Language and Literacy Development written by Linda I. Rosa-Lugo and published by Plural Publishing. This book was released on 2020-04-03 with total page 455 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language and Literacy Development: English Learners with Communication Disorders, from Theory to Application, Second Edition brings you the most useful, up-to-date information on best practices for English learners (ELs) with communication disorders from a variety of backgrounds—how to conduct assessment, intervention, and progress monitoring. The first edition of this text gave a comprehensive overview of the theory and practice of serving ELs with communication disorders, and the second edition is expanded to show the nuts and bolts of how to meet ELs’ needs and how professionals can support their success at school. This text emphasizes collaboration between speech-language pathology (SLP) and English for speakers of other languages (ESOL) professionals. More importantly, it shows how to apply the knowledge and implement the mechanics and practicalities of assessment, intervention, and progress monitoring. New to the Second Edition: * Updated EL and EL with communication disorders demographics and legislation. * An innovative assessment/intervention/monitoring (AIM) framework geared toward language proficiency development and academic content expansion of ELs with communication disorders. * Research-based and proficiency-level appropriate pedagogical interventions and recommendations for implementing effective assessments that support English learners with communication disorders in their language and content growth. * Updated information on commonly used assessments used by speech-language pathologists to identify/determine disability. Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.
