ERIC Number: ED523682
Record Type: Non-Journal
Publication Date: 2011-May
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Score Comparability for Language Minority Students on the Content Assessments Used by Two States. Research Report. ETS RR-11-27
Young, John W.; Holtzman, Steven; Steinberg, Jonathan
Educational Testing Service
In this research investigation of score comparability for language minority students (English language learners [ELLs] and former English language learners), we examined 3 indicators of score comparability (reliability, internal test structure, and differential item functioning) for 4th and 8th grade students who took the NCLB-mandated content assessments in English-language arts and mathematics in 2 different U. S. states. Overall, for the 8 assessments we examined, a high degree of score comparability was found for ELLs and former ELLs, when compared with native English speakers. The results from this study showed that although the assessments from the 2 states differed somewhat with respect to the 3 indicators, a high degree of score comparability was found for both states' content assessments. (Contains 13 tables and 2 notes.)
Descriptors: Language Minorities, Second Language Learning, Grade 8, Minority Group Students, English (Second Language), Test Bias, Reliability, Scores, Educational Testing, Grade 4, Comparative Analysis, Comparative Testing, Mathematics Tests, High Stakes Tests, Test Validity, Educational Assessment, Factor Analysis, Standardized Tests
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Publication Type: Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A