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ERIC Number: ED441305
Record Type: Non-Journal
Publication Date: 1999-Oct
Pages: 33
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Bilingual Accommodations for Limited English Proficient Students on Statewide Reading Tests: Phase 1. State Assessment Series, Minnesota Report 20.
Liu, Kristin K.; Anderson, Michael E.; Swierzbin, Bonnie; Thurlow, Martha L.
This report shares the initial Phase 1 results from a quantitative and qualitative study examining the feasibility and desirability of offering Minnesota students with limited English proficiency (LEP) a reading test with bilingual test items and answer choices. In considering the use of a native language translation accommodation to the Minnesota Basic Standards reading test questions, the following factors were considered: translation use issues, idiomatic English, first language literacy, social factors (appearing different from their peers and the effect of passing at a modified level), and translation issues. Phase 1 of the study investigated whether the translations and the format of the test were comprehensible to nine seventh-grade students in ESL/bilingual classes and how students used the translated test items. Results indicate that only one of the students scored above the passing rate of 75 percent correct on any of the five reading passages. None of the students reported having problems understanding the structure of the test or the type of Spanish used in the translation. Six of the students reported preferring the bilingual version of the test for at least one of the two passages they completed. Appendices include the assessment instrument. (Contains 21 references.) (CR)
National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($8). Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Minnesota State Dept. of Children, Families, and Learning, St. Paul.
Identifiers - Location: Minnesota