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ERIC Number: ED441307
Record Type: Non-Journal
Publication Date: 1999-Dec
Pages: 37
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Feasibility and Practicality of a Decision Making Tool for Standards Testing of Students with Limited English Proficiency. State Assessment Series, Minnesota Report 22.
Liu, Kristin K.; Anderson, Michael E.; Swierzbin, Bonnie; Spicuzza, Richard; Thurlow, Martha L.
This report describes a decision-making tool designed to inform English-as-a-Second-Language (ESL) and bilingual educators of the most up-to-date participation and test accommodations guidelines and to assist educators in the process of making informed decisions. It reports on the results of a study that examined the tool's feasibility. The decision-making tool is an electronic version of Minnesota guidelines for making test participation decisions. The Web site design has two branches--one for students with disabilities and another for students with limited English proficiency (LEP); both are centered on making decisions about inclusion and the use of testing accommodations. The Web side design has two branches of decision making to reflect the dual role of the tests within both the LEP and disability branches--one for statewide accountability testing for grades three, five, and eight, and one for graduation requirements testing for grades eight and beyond. A survey of 14 ESL/bilingual educators, 2 district ESL coordinators, and 1 administrator found that 14 thought the format was easy to understand, 10 would use the tool again, and 10 would recommend it to others. Appendices include an overview of the decision matrix and the survey. (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