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ERIC Number: ED431786
Record Type: RIE
Publication Date: 1999-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Impact of Students' Background Characteristics on Accommodation Results for Students with Limited English Proficiency.
Abedi, Jamal
This study examined the impact of students' background characteristics (English language proficiency) on the level of effectiveness of various types of testing accommodations. Data were collected from 946 eighth graders, some of whom were English language learners. Four accommodation strategies were used: (1) modified (simplified) English language for the test items; (2) a glossary of potentially difficult nonmathematics terms; (3) original English with extra time allowed; and (4) the glossary with extra time allowed. Findings suggest that different forms of accommodation produce different results. The form of accommodation with the greatest effect on all students was the provision of an English glossary with definitions of potentially difficult nonmathematics terms plus extra time allowed. The English glossary alone did not help students, and in some cases even had a negative impact on performance, perhaps because students were presented with more information than they could process in the limited amount of time they had. The provision of extra time only resulted in slightly higher scores for most students, but not for all subgroups. The language clarification of test items was the only option that helped limited English proficient students more than others. Findings suggest caution against blanket statements about the general effectiveness or lack of effectiveness of a particular form of accommodation for English language learners. (Contains five tables.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). For related documents, see TM 029 872 and TM 029 874.