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Validity Issues in Assessing English Language Learners' Language Proficiency
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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
Methods for Evaluating the Validity of Test Scores for English Language Learners
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Sireci, Stephen G.; Han, Kyung T.; Wells, Craig S. – Educational Assessment, 2008
In the United States, when English language learners (ELLs) are tested, they are usually tested in English and their limited English proficiency is a potential cause of construct-irrelevant variance. When such irrelevancies affect test scores, inaccurate interpretations of ELLs' knowledge, skills, and abilities may occur. In this article, we…
Descriptors: Test Use, Educational Assessment, Psychological Testing, Validity
The Effect of Linguistic Simplification of Science Test Items on Score Comparability
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Rivera, Charlene; Stansfield, Charles W. – Educational Assessment, 2004
The use of accommodations has been widely proposed as a means of including English language learners (ELLs) or limited English proficient (LEP) students in state and districtwide assessments. However, very little experimental research has been done on specific accommodations to determine whether these pose a threat to score comparability. This…
Descriptors: Scores, Comparative Analysis, Second Language Learning, Test Items