NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED483402
Record Type: Non-Journal
Publication Date: 2004-Jul
Pages: 78
Abstractor: Author
Reference Count: 45
ISBN: N/A
ISSN: N/A
Consequences and Validity of Performance Assessment for English Learners: Assessing Opportunity to Learn (OTL) in Grade 6 Language Arts. CSE Report 635
Boscardin, Christy Kim; Aguirre-Munoz, Zenaida; Chinen, Marjorie; Leon, Seth; Shin, Hye Sook
Center for Research on Evaluation Standards and Student Testing CRESST
In response to the growing achievement gap between English Learners (ELs) and non-ELs, standards-based instruction and assessment have been promulgated at the state and federal level. Yet, the consequences of standards-based assessment reforms for ELs have rarely been systematically studied. The work reported here represents the initial study of a 4-year research project with the purpose of investigating how the implementation of standards-based performance assessments and related instructional strategies influences the achievement of ELs. In this study, we were specifically interested in identifying the opportunity-to-learn (OTL) variables that positively impact student performance. We also investigated potential differences in the impact of OTL on performance between ELs and non-ELs. Our study suggested that there are several factors contributing to students' performance on the Language Arts Performance Assignment (LAPA). At the student level, the analysis suggested that the greatest contributors to individual students' LAPA scores were performance on the Stanford 9 Language test, ethnicity, gender, and language proficiency status. At the teacher level, we found that content coverage was significantly associated with student performance. The study showed that higher levels of content coverage in both writing and literary analyses were associated with higher performance for all students, including ELs. We also found differential impact of one OTL variable, content coverage-writing, on ELs' performance. This finding indicates that the gap between ELs and non-ELs increases as teacher reports of content coverage-writing increase.
Center for the Study of Evaluation (CSE)/National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 300 Charles E. Young Drive North, GSE&IS Bldg., 3rd Flr./Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Reports - Evaluative
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.