ERIC Number: EJ1053518
Record Type: Journal
Publication Date: 2015-Mar
Transformation in K-12 English Language Proficiency Assessment: Changing Contexts, Changing Constructs
Boals, Timothy; Kenyon, Dorry M.; Blair, Alissa; Cranley, M. Elizabeth; Wilmes, Carsten; Wright, Laura J.
Review of Research in Education, v39 n1 p122-164 Mar 2015
In conducting this review, we examine literature that explores the merits and shortcomings of ELP test design and testing as they have evolved over time through the current era of CCR standards. In the first section, we situate the role of language testing in its broader historical and policy context. In the second section, we examine the evolving construct and operationalization of academic language. In the third section we explore expanded conceptualizations of assessment in the CCR era, in particular the purposes and uses of interim and formative assessments as part of a systems-wide approach. Finally, we offer a set of questions as a heuristic for test developers and educational professionals to continue to think critically about the role of ELP assessments in supporting the educational opportunities of ELLs in local contexts.
Descriptors: Language Proficiency, English (Second Language), English Language Learners, Language Tests, Test Construction, Educational History, Elementary Secondary Education, Testing, College Readiness, Career Readiness, Academic Standards, Accountability, Inclusion, Standardized Tests, English for Academic Purposes, Models, Educational Assessment, Program Implementation, Test Validity, Testing Accommodations
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Lau v Nichols; No Child Left Behind Act 2001
Grant or Contract Numbers: N/A
IES Cited: ED564026