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ERIC Number: ED566881
Record Type: Non-Journal
Publication Date: 2010-Apr-2
Pages: 34
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: N/A
Performance Assessments for English Language Learners
Abedi, Jamal
Stanford Center for Opportunity Policy in Education
Standardized achievement tests that are used for assessment and accountability purposes may not provide reliable and valid outcomes for English language learners (ELLs) because extraneous sources may confound the outcome of assessments for these students. Performance assessments, by contrast, may offer opportunities for these students to present a more comprehensive picture of what they know and are able to do. In this paper, we discuss limitations with the standardized achievement tests currently used for ELLs and share information on how performance assessments can be efficiently used to lead to better understanding of these students' content knowledge and to improve their academic performance. Issues and limitations of a performance assessment approach for ELL students are discussed, along with how to make these assessments more accessible to ELL students. The following is appended: Sample PAT Response and Rubric.
Stanford Center for Opportunity Policy in Education. Barnum Center 505 Lasuen Mall, Stanford, CA 94305. Tel: 650-725-8600; Fax: 650-736-1682; e-mail: scope@stanford.edu; Web site: http://edpolicy.stanford.edu/
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Ford Foundation; Nellie Mae Education Foundation
Authoring Institution: Stanford Center for Opportunity Policy in Education (SCOPE)
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Cited: ED560723