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ERIC Number: ED530047
Record Type: Non-Journal
Publication Date: 2009-May-20
Pages: 17
Abstractor: As Provided
Reference Count: 14
Use and Impact of English-Language Learner Assessment in Arizona
Lawton, Stephen B.
Online Submission, Paper presented at the Annual Meeting of the Arizona Educational Research Organization (Phoenix, AZ, Nov 6-7, 2008)
The Arizona English-Language Learner Assessment (AZELLA) is the backbone of Arizona's new English-language learner (ELL) policy in that it is used to assess students' English-language proficiency in order to place them into groups for English-language instruction and to determine when they have become proficient in English. This paper evaluates a central claim for this assessment--namely, that it is unidimensional--and the implications of the dimensionality of an assessment for practice. Unidimensionality is critical since it is required for Rasch scaling and item response theory (IRT) which are used to array individuals along a single scale that measures English-language proficiency. If AZELLA is not unidimensional, then this ranking process and the programmatic consequences that flow from it would not be valid. It is concluded that AZELLA is not sufficiently unidimensional for its present use, but that it could be used for tailoring English-language programs related to individuals' distinctive skills in listening, speaking, reading, and writing English. (Contains 3 tables and 10 footnotes.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Elementary Secondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona