ERIC Number: ED450135
Record Type: Non-Journal
Publication Date: 2000-Jun
Reference Count: N/A
The Impact of Preference for Accommodations: The Performance of English Language Learners on Large-Scale Academic Achievement Tests. CSE Technical Report.
As part of a study of the inclusion of English language learners (ELLs) in large-scale assessments, this study investigated the potential role of student preference in the use of accommodations with large-scale assessments and the effects of two test accommodations, providing extra assessment time and reading test items aloud, on the standardized test performance of 106 ELLs in seventh-grade social studies classrooms. In addition, the study investigated the relationships among the accommodations students preferred and these background variables: (1) length of time in the United States; (2) amount of education prior to arrival in the United States; and (3) English language proficiency. Students completed a background questionnaire and a standardized test in social studies without accommodations. They were then asked to identify which of the two accommodations they would prefer. A parallel form of the test was administered with accommodations. One third of the students received the accommodation they preferred, while a third received the accommodation not of their preferences, and the other third received one of the accommodations at random. Data analysis found that students did not improve their performance significantly with either accommodation, even when given their preferred accommodation. No significant relationships were found between accommodation preference and various background variables. An appendix contains the study questionnaire. (Contains 12 tables and 21 references.) (SLD)
Descriptors: Academic Accommodations (Disabilities), Achievement Tests, English (Second Language), Junior High School Students, Junior High Schools, Limited English Speaking, Scores, Test Results
National Center for Research on Evaluation, CRESST/CSE, Graduate School of Education & Information Studies, University of California, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.; Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.