ERIC Number: ED470981
Record Type: Non-Journal
Publication Date: 2002-Nov
Reference Count: N/A
English Language Learners and High-Stakes Tests: An Overview of the Issues. ERIC Digest.
Recent legislation and education initiatives in the United States have emphasized the role of high-stakes testing in reform movements designed to increase accountability for schools and improve student achievement. This digest suggests that because English language learners (ELLs) represent an increasing percentage of students enrolled in U.S. public schools, this group of learners must be considered when such initiatives are implemented. Educators must make critical decisions concerning how to include ELLs in high-stakes tests in ways that are fair and that address their needs. Factors to consider include the selection of appropriate testing accommodations and the accurate interpretation of test results. Specific sections address the following: the role of high-stakes tests; why to include ELLs in high-stakes tests; potential problems of including ELLs in high-stakes tests; and accommodations for ELLs. A section on what educators can do offers the following suggestions: (1) ensure that the test reflects the curriculum; (2) select appropriate accommodations and modifications; (3) teach the discourse of tests and test-taking skills; and (4) use test data carefully. (Author/VWL)
Descriptors: Academic Accommodations (Disabilities), Accountability, English (Second Language), High Stakes Tests, Second Language Learning, Standardized Tests, Student Needs, Testing
ERIC Clearinghouse on Languages and Linguistics, 4646 40th Street NW, Washington, DC 20016. Tel: 800-276-9834 (Toll Free). For full text: http://www.cal.org/ericcll/DIGEST.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Languages and Linguistics, Washington, DC.