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Wwc Review Of The Report Accommodations For English Language Learner Students
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Book Synopsis WWC Review of the Report "Accommodations for English Language Learner Students by : What Works Clearinghouse (ED)
Download or read book WWC Review of the Report "Accommodations for English Language Learner Students written by What Works Clearinghouse (ED) and published by . This book was released on 2012 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research described in this report is a randomized controlled trial in which seventh- and eighth-grade students were randomly assigned to complete a set of 25 math questions delivered with either standard language or language that had undergone "linguistic modification" by the research team. The purpose of the study was to assess the effects of using "linguistic modification" as a way of removing language barriers for English language learners and non-English language learners struggling with reading. Nearly 3,000 students from 13 middle schools in five school districts in California were randomly assigned to complete traditional math assessments or math assessments that had undergone "linguistic modification." Researchers then examined the results for three subgroups of students: Spanish-speaking English language learners (EL), non-English language learners who were not proficient in English language arts (NEP), and non-English language learners who were proficient in English language arts (EP). Comparisons were made between students who took the modified test and those who took the non-modified test. The study found a positive effect on math scores for students struggling with English who completed the "linguistic modification" item set relative to similar students who did not. The estimated six percentage-point gain on math achievement is statistically significant. The study found neither statistically significant nor substantively important differences for EP students who took the modified test, relative to those who did not. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for the mathematics achievement domain; and (4) Subgroup findings for the mathematics achievement domain. A glossary of terms is included. (Contains 6 tables and 5 endnotes.) [The following study is the focus of this "Quick Review": "Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets. Final Report. NCEE 2009-4079" (ED510556).].
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 Routledge. This book was released on 2021-07-07 with total page 334 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 WWC Evidence Review Protocol for Interventions for English Language Learners by : What Works Clearinghouse
Download or read book WWC Evidence Review Protocol for Interventions for English Language Learners written by What Works Clearinghouse and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis WWC Review of the Report "A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12". by : What Works Clearinghouse (ED)
Download or read book WWC Review of the Report "A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12". written by What Works Clearinghouse (ED) and published by . This book was released on 2012 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study reviewed in this report examined the impact of the "Pathway Project" intervention on students who were mainstreamed Latino English language learners (ELLs). One hundred and three English teachers in 15 schools in California were recruited and randomly assigned to either the "Pathway Project" condition or a comparison condition. The study found, and the What Works Clearinghouse (WWC) confirmed, a statistically significant positive effect of the Pathway Project intervention on student outcomes in the spring of the implementation year in the English language development domain. The average effect size calculated by the WWC for the English language development domain was 0.22. The study did not find a statistically significant or substantively important effect in the reading domain. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; and (3) Study findings for each domain. A glossary of terms is included. (Contains 3 endnotes.) [The following study is the focus of this "Review": "A Randomized Experiment of a Cognitive Strategies Approach to Text-Based Analytical Writing for Mainstreamed Latino English Language Learners in Grades 6 to 12" (EJ932553).].
Book Synopsis Unlocking English Learners′ Potential by : Diane Staehr Fenner
Download or read book Unlocking English Learners′ Potential written by Diane Staehr Fenner and published by Corwin Press. This book was released on 2017-05-16 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: A once-in-a-generation text for assisting a new generation of students Content teachers and ESOL teachers, take special note: if you’re looking for a single resource to help your English learners meet the same challenging content standards as their English-proficient peers, your search is complete. Just dip into this toolbox of strategies, examples, templates, and activities from EL authorities Diane Staehr Fenner and Sydney Snyder. The best part? Unlocking English Learners’ Potential supports teachers across all levels of experience. The question is not if English learners can succeed in today’s more rigorous classrooms, but how. Unlocking English Learners’ Potential is all about the how: How to scaffold ELs’ instruction across content and grade levels How to promote ELs’ oral language development and academic language How to help ELs analyze text through close reading and text-dependent questions How to build ELs’ background knowledge How to design and use formative assessment with ELs Along the way, you’ll build the collaboration, advocacy, and leadership skills that we all need if we’re to fully support our English learners. After all, any one of us with at least one student acquiring English is now a teacher of ELs. "Schools are not intentionally equitable places for English learners to achieve, but they could be if the right system of support were put in place. Diane Staehr Fenner and Sydney Snyder recommend just such a system. Not only does it have significant potential for providing fuller access to the core curriculum, it also provides a path for teachers to travel as they navigate the individual needs of students and support their learning journeys." —Douglas Fisher, Coauthor of Visible Learning for Literacy
Book Synopsis Issues in Assessing English Language Learners by : Mikyung Kim Wolf
Download or read book Issues in Assessing English Language Learners written by Mikyung Kim Wolf and published by . This book was released on 2008 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind (NCLB) has had a great impact on states' policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments in order to validly measure the ELL students' English language proficiency, as well as content knowledge and skills. While states have moved rapidly to meet these requirements, they face challenges to validate their current assessment and accountability systems for ELL students, partly due to the lack of resources. Considering the significant role of an assessment in guiding decisions about organizations and individuals, it is of paramount importance to establish a valid assessment system. In light of this, we reviewed the current literature and policy regarding ELL assessment in order to inform practitioners of the key issues to consider in their validation process. Drawn from our review of literature and practice, we developed a set of guidelines and recommendations for practitioners to use as a resource to improve their ELL assessment systems. We have compiled a series of three reports. The present report is the second component of the series, providing a comprehensive picture of states' current policies related to ELL assessment. The areas reviewed include the procedures of ELL identification and redesignation, the characteristics of English language proficiency assessments, including validity information, and the use of accommodations in the assessment of content knowledge. (Contains 13 footnotes, 10 figures, and 1 table.) [The work reported in this document was supported under the National Research and Development Centers, as administered by the U.S. Department of Education's Institute of Education Sciences. For parts 1 and 3 of this report, see ED502283 and ED502273.].
Book Synopsis Dual Language Education by : Kathryn J. Lindholm-Leary
Download or read book Dual Language Education written by Kathryn J. Lindholm-Leary and published by Multilingual Matters. This book was released on 2001-01-01 with total page 384 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Book Synopsis Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments by : Michael J. Kieffer
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).].
Book Synopsis Testing Accommodations for English Language Learners by : John W. Young
Download or read book Testing Accommodations for English Language Learners written by John W. Young and published by . This book was released on 2008 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is a review and summary of current information regarding test accommodations currently used in different states and districts for English language learners (ELL). Similarities and differences among states regarding ELL accommodation are documented. Five appendixes are included: (1) Accommodations Designated for ELLs in States' Policies, Classified by Traditional Accommodation Categories (Rivera et al., 2006); (2) Presentation Accommodations and Modifications for ELLs for States with High School Exit Exams; (3) Response, Timing, and Scheduling Accommodations and Modifications for ELLs for States with High School Exit Exams; (4) Setting and Other Accommodations and Modifications for ELLs for States with High School Exit Exams.; and (5) Sources for States' Accommodations Policies.
Book Synopsis Accommodation Strategies for English Language Learners on Large-scale Assessments by : Frances A. Butler
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:
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 English Language Learners with Disabilities in State English Language Proficiency Assessments by : National Center on Educational Outcomes (U.S.)
Download or read book English Language Learners with Disabilities in State English Language Proficiency Assessments written by National Center on Educational Outcomes (U.S.) and published by . This book was released on 2007 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Preference for Accommodations by : Martha Castellon-Wellington
Download or read book The Impact of Preference for Accommodations written by Martha Castellon-Wellington and published by . This book was released on 1999 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effectiveness and Validity of Accommodations for English Language Learners in Large-scale Assessments by : Jamal Abedi
Download or read book Effectiveness and Validity of Accommodations for English Language Learners in Large-scale Assessments written by Jamal Abedi and published by . This book was released on 2003 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Accommodations for Students with Disabilities on State English Language Proficiency Assessments by : Laurene L. Christensen
Download or read book Accommodations for Students with Disabilities on State English Language Proficiency Assessments written by Laurene L. Christensen and published by . This book was released on 2013 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: English language learners (ELLs) with disabilities are required to participate in all state and district assessments similar to their peers without disabilities. This includes assessments used for the Elementary and Secondary Education Act (ESEA) Title I accountability purposes for demonstrating proficiency in academic content, assessments used for Title III purposes to measure yearly growth in English proficiency (in reading, writing, speaking, and listening), and other state and local assessments administered to all students. This report documents states' participation and accommodation policies for ELLs with disabilities on their English Language Proficiency (ELP) assessments. The states' online policies from 2011, after state verification, showed that 49 states addressed participation criteria for ELLs with disabilities. Of these states, 36 states allowed for selective participation of students with disabilities on the ELP assessment, meaning that a student may participate in some domains but not others. Most often, ELLs who were deaf/hard of hearing or who had visual impairments or blindness were considered for selective participation. Across the 50 states and the District of Columbia, policies varied with regard to whether an IEP or 504 plan was required to receive an accommodation. A total of 37 states mentioned that an IEP or 504 plan was required. However, five states did not require an IEP or 504 plan in order for an ELL to receive an accommodation on the ELP assessment. An additional nine states provided no policy information. Specific accommodation policies also varied across states. The accommodations most often allowed were Large Print (N = 46) and Proctor/Scribe (N = 42). The most often prohibited accommodations were Bilingual Dictionary (N = 38) and Native Language Translation of Test (N = 35). The summary of findings suggests that, over time, states have become more detailed in their policies relating to participation and accommodations for ELLs with disabilities on ELP assessments. Continued attention to the participation and performance of ELLs with disabilities in ELP and other state assessments is essential. Two appendices present: (1) State Documents Used in Analysis of Participation; and (2) Participation and Accommodation Guidelines by State. [This report was produced by the Improving Validity of Assessment Results for English Language Learners with Disabilities (IVARED) project of the National Center on Educational Outcomes.].
Book Synopsis Research-supported Accommodation for English Language Learners in NAEP by : Jamal Abedi
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:
Book Synopsis Math Instruction for Students with Learning Difficulties by : Susan Perry Gurganus
Download or read book Math Instruction for Students with Learning Difficulties written by Susan Perry Gurganus and published by Routledge. This book was released on 2021-11-29 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: This richly updated third edition of Math Instruction for Students with Learning Difficulties presents a research-based approach to mathematics instruction designed to build confidence and competence in preservice and inservice PreK- 12 teachers. Referencing benchmarks of both the National Council of Teachers of Mathematics and Common Core State Standards for Mathematics, this essential text addresses teacher and student attitudes towards mathematics as well as language issues, specific mathematics disabilities, prior experiences, and cognitive and metacognitive factors. Chapters on assessment and instruction precede strands that focus on critical concepts. Replete with suggestions for class activities and field extensions, the new edition features current research across topics and an innovative thread throughout chapters and strands: multi-tiered systems of support as they apply to mathematics instruction.
