Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 22 |
Descriptor
Source
Author
| Wolf, Mikyung Kim | 4 |
| Farnsworth, Tim | 3 |
| Steinberg, Jonathan | 3 |
| Young, John W. | 3 |
| Bachman, Lyle F. | 2 |
| Bachman, Patina L. | 2 |
| Bailey, Alison L. | 2 |
| Chang, Sandy M. | 2 |
| Gallagher, Carole | 2 |
| Griffin, Noelle | 2 |
| Herman, Joan | 2 |
| More ▼ | |
Publication Type
| Journal Articles | 15 |
| Reports - Evaluative | 13 |
| Reports - Research | 7 |
| Reports - Descriptive | 3 |
| Information Analyses | 2 |
| Opinion Papers | 2 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Secondary Education | 13 |
| Elementary Education | 3 |
| Grade 8 | 3 |
| Grade 4 | 2 |
| Grade 5 | 2 |
| Early Childhood Education | 1 |
| High Schools | 1 |
| Kindergarten | 1 |
| Secondary Education | 1 |
Audience
| Policymakers | 1 |
| Practitioners | 1 |
Location
| Arizona | 2 |
| United States | 2 |
| Michigan | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 24 |
| Individuals with Disabilities… | 1 |
| Lau v Nichols | 1 |
Assessments and Surveys
| Iowa Tests of Basic Skills | 1 |
| National Assessment of… | 1 |
| Program for International… | 1 |
| Stanford Achievement Tests | 1 |
| Test of English as a Foreign… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkHill, Kathryn; McNamara, Tim – Measurement: Interdisciplinary Research and Perspectives, 2015
Those who work in second- and foreign-language testing often find Koretz's concern for validity inferences under high-stakes (VIHS) conditions both welcome and familiar. While the focus of the article is more narrowly on the potential for two instructional responses to test-based accountability, "reallocation" and "coaching,"…
Descriptors: Language Tests, Test Validity, High Stakes Tests, Inferences
Download full textGarcia, Eugene E.; Lawton, Kerry; Diniz de Figueiredo, Eduardo H. – Civil Rights Project / Proyecto Derechos Civiles, 2010
This study analyzes the Arizona policy of utilizing a single assessment of English proficiency to determine if students should be exited from the ELL program, which is ostensibly designed to make it possible for them to succeed in the mainstream classroom without any further language support. The study examines the predictive validity of this…
Descriptors: Student Evaluation, Predictive Validity, Second Language Learning, Achievement Tests
Florez, Ida Rose – Civil Rights Project / Proyecto Derechos Civiles, 2010
The Arizona English Language Learners Assessment (AZELLA) is used by the Arizona Department of Education to determine which children should receive English support services. AZELLA results are used to determine if children are either proficient in English or have English language skills in one of four pre-proficient categories (pre-emergent,…
Descriptors: Validity, Second Language Learning, Cutting Scores, Kindergarten
Sireci, Stephen G.; Faulkner-Bond, Molly – Review of Research in Education, 2015
Across the globe, educational tests are being used at a rapidly increasing rate. More recently, educational tests are being used to inform educational policy and for holding educators accountable for student learning. One reason educational assessments are used for these important purposes is that they are considered to provide reliable and…
Descriptors: English Language Learners, Accountability, Educational Testing, Student Evaluation
Bailey, Alison L.; Kelly, Kimberly R. – Educational Policy, 2013
This article is focused on the different Home Language Surveys (HLS) used across U.S. states as a means of identifying students who, with further assessment, may prove eligible for language-support services. The majority of states mandate some form of HLS, be it state- or district-created. However, there is great variation in the number and the…
Descriptors: Native Language, Family Environment, English Language Learners, Identification
Young, John W. – Educational Assessment, 2009
In this article, I specify a conceptual framework for test validity research on content assessments taken by English language learners (ELLs) in U.S. schools in grades K-12. This framework is modeled after one previously delineated by Willingham et al. (1988), which was developed to guide research on students with disabilities. In this framework…
Descriptors: Test Validity, Evaluation Research, Achievement Tests, Elementary Secondary Education
Campbell, Heather M. – Reading & Writing Quarterly, 2010
The purpose of this study was to examine the validity and reliability of a passage-copying measure that could be used to indicate general writing proficiency among secondary school English language learners. Participants were 57 students in 3 high school English as a second language classes. Alternate-form reliabilities for passage copying were…
Descriptors: Curriculum Based Assessment, Validity, Second Language Learning, Scoring
Winke, Paula – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2011
The English Language Proficiency Assessment (ELPA) is used in the state of Michigan in the United States to fulfill government-mandated No Child Left Behind (NCLB) requirements. The test is used to promote and monitor achievement in English language learning in schools that receive federal NCLB funding. The goal of the project discussed here was…
Descriptors: English (Second Language), Language Proficiency, Standardized Tests, High Stakes Tests
Young, John W.; Cho, Yeonsuk; Ling, Guangming; Cline, Fred; Steinberg, Jonathan; Stone, Elizabeth – Educational Assessment, 2008
English language learners (ELLs) constitute one of the fastest growing subpopulations of students in the United States. It is important to determine whether the assessments used by states in determining students' proficiencies are valid and fair for ELLs. This study focused on several standards-based assessments in mathematics and science…
Descriptors: Testing Accommodations, State Standards, Word Lists, Construct Validity
Young, John W.; Holtzman, Steven; Steinberg, Jonathan – Educational Testing Service, 2011
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…
Descriptors: Language Minorities, Second Language Learning, Grade 8, Minority Group Students
Albers, Craig A.; Kenyon, Dorry M.; Boals, Timothy J. – Assessment for Effective Intervention, 2009
Although numerous English language proficiency (ELP) measures currently exist, many were developed prior to the No Child Left Behind Act of 2001 (NCLB). These pre-NCLB measures typically focused on social language proficiency, whereas post-NCLB measures are linked to ELP standards and focus on academic language proficiency (ALP). ELP measures are…
Descriptors: Academic Discourse, Intervention, Federal Legislation, Validity
MacSwan, Jeff – Education and the Public Interest Center, 2010
The Center on Education Policy (CEP) report, "Has Progress Been Made in Raising Achievement for English Language Learners?", finds that some states have seen increases in the number of English language learners (ELLs) meeting proficiency standards under No Child Left Behind (NCLB), while others have seen decreases. The report notes some…
Descriptors: Federal Legislation, Research Methodology, Language of Instruction, Second Language Learning
Muyskens, Paul; Betts, Joseph; Lau, Matthew Y.; Marston, Doug – California School Psychologist, 2009
The inclusion of English Language Learners as a subgroup in the No Child Left Behind legislation has leant additional importance to the need for valid and efficient measures of reading for students whose first language is not English. This study examines the use of Curriculum-Based Measurement (CBM) reading fluency as a predictor of later reading…
Descriptors: Curriculum Based Assessment, Reading Fluency, Federal Legislation, Predictive Validity
Wolf, Mikyung Kim; Farnsworth, Tim; Herman, Joan – Educational Assessment, 2008
The No Child Left Behind Act has made a great impact on states' policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments to validly measure the ELL students' English language proficiency (ELP). Although states have moved rapidly to meet these requirements, they face…
Descriptors: Federal Legislation, Validity, Second Language Learning, Accountability
Wolf, Mikyung Kim; Kao, Jenny; Griffin, Noelle; Herman, Joan L.; Bachman, Patina L.; Chang, Sandy M.; Farnsworth, Tim – National Center for Research on Evaluation, Standards, and Student Testing (CRESST), 2008
The No Child Left Behind (NCLB) has had a great impact on states' policies in assessing English language learner (ELL) students. The legislation requires states to develop or adopt sound assessments in order to validly measure the ELL students' English language proficiency, as well as content knowledge and skills. While states have moved…
Descriptors: Federal Legislation, Second Language Learning, Research and Development Centers, Guidelines
Previous Page | Next Page ยป
Pages: 1 | 2
