ERIC Number: ED455291
Record Type: Non-Journal
Publication Date: 2001-Apr
Reference Count: N/A
Validity of Accommodation for English Language Learners.
The focus of this study was on the validity and feasibility of test accommodation strategies on a small-scale level. Both limited English proficiency (LEP) students and non-LEP students were tested under accommodated and nonaccommodated conditions and their performance was compared. The study was conducted in two public school districts and at one private school. A total of 422 students and 8 teachers from 6 school sites (14 eighth-grade science classes) participated. One form of accommodation consisted of English glosses and Spanish translations in the margins of the test booklet. The other form of accommodation consisted of a customized English language dictionary at the end of the test booklet. The dictionary contained only words used in the test items. The LEP students performed less well than the non-LEP students, and the difference was relatively large and statistically significant. The LEP students performed better under the accommodated conditions than under the standard condition. Accommodations had no significant effect on the scores of the non-LEP students. Results suggest that the customized dictionary enabled the LEP students to perform at a significantly higher level, with better results than for the glosses and translations. Results also show that the accommodation strategies did not impact the construct, and the validity of the assessment was not compromised. These results are encouraging given the ease of administration of these accommodations. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A