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ERIC Number: ED518681
Record Type: Non-Journal
Publication Date: 2005-Dec
Pages: 93
Abstractor: ERIC
Reference Count: 38
ISBN: N/A
ISSN: N/A
Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification. CSE Report 666
Abedi, Jamal; Courtney, Mary; Mirocha, James; Leon, Seth; Goldberg, Jennifer
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Recent attention to issues concerning the instruction and assessment of English language learner (ELL) students has placed them among the top national priorities in education. Policy has noticeably shifted from exclusion to inclusion of ELL students in the assessment and accountability system. However, recent research on and practice in the instruction and assessment of ELL students has raised a new set of concerns. One of the most important of these concerns is that language factors may affect students' ability to demonstrate a true picture of what they know and can do in content areas such as math and science. To fairly assess content knowledge of ELL students, educational researchers and practitioners recommend the use of accommodation. The purpose of accommodation is to help "level the playing field" with regard to English language comprehension. However, sometimes an accommodation does more than is intended. An accommodation may change the ability to assess the construct under measurement by giving an unfair advantage to those receiving the accommodation, thereby negatively affecting the validity of assessment. Further, some forms of accommodation may cause an additional burden to schools, teachers, and large-scale local and national assessment providers. This study focused on four issues concerning the use of accommodation for ELL students: validity, effectiveness, differential impact, and feasibility. The major theme of this study is to investigate the following questions: (1) Do accommodation strategies help reduce the performance gap between ELL and non-ELL students? (Effectiveness); (2) Do accommodation strategies impact the performance of non-ELL students on content-based assessments? (Validity); (3) Do student background variables impact performance on the accommodated assessments? (Differential impact); and (4) Are accommodations easy to implement or use? (Feasibility). The following are appended: (1) Tables; (2) Dictionary Contents; (3) Methodology Appendix: English and Bilingual Dictionaries; (4) Linguistic Modification Concerns; and (5) Adaptations to the Procedures. (Contains 42 tables, 2 figures, and 4 footnotes.)
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University of California, Los Angeles, Center for the Study of Evaluation