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ERIC Number: ED524106
Record Type: Non-Journal
Publication Date: 2009-Jan
Pages: 58
Abstractor: ERIC
Reference Count: 58
ISBN: N/A
ISSN: N/A
Framework for High-Quality English Language Proficiency Standards and Assessments
Assessment and Accountability Comprehensive Center
The "Framework for High-Quality English Language Proficiency Standards and Assessments" (Framework) was conceived as a critical tool in states' efforts to ensure that their English learner (EL) students achieve English language proficiency (ELP) and, also, achieve at high levels academically. Building on the best knowledge from relevant research and practice, the Framework provides criteria for high-quality ELP standards and aligned assessments. It is essential that a state's system of standards and assessments accurately reflect the state's values, priorities, and needs--all of which may change and evolve over time. Intended primarily for state departments of education, the Framework suggests a cross-disciplinary process for using the criteria to either 1) engage in an evaluation of your state's existing ELP standards and assessments, and their implementation, or 2) oversee the development and implementation of new ELP standards and assessments. The "Getting Started" section of the Framework (pp. 5-9) presents a cross-disciplinary approach to evaluating or overseeing the development and implementation of ELP standards and assessments. The body of the Framework consists of two sections, the first focusing on ELP standards (pp. 10-20) and the second on ELP assessments (pp. 21-36). Each section outlines critical "criteria" for developing and implementing state ELP standards and assessments, respectively. Finally, the Framework includes two tables that are intended as quick references as you evaluate or oversee the development and implementation of your state's ELP standards and assessments. The first table (pp. 37-41) provides an overview of ELP standards and assessment criteria by relevance to quality. The second table (pp. 42-44) provides an overview of the criteria with examples of potential sources of documentation that may contain evidence related to each criterion. Appended are: (1) Overviews of Criteria and Considerations by Relevance to Specific Aspects of Quality and by Possible Sources of Evidence about How a State Is Addressing Them; and (2) Background--Development of the Framework. (Contains 2 tables and 31 notes.) [For the "Framework for High-Quality English Language Proficiency Standards and Assessments: Brief", see ED524107.]
Assessment and Accountability Comprehensive Center. Web site: http://www.aacompcenter.org
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: Assessment and Accountability Comprehensive Center