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English Learners Who Are Blind or Visually Impaired: A Participatory Design Approach to Enhancing Fairness and Validity for Language Testing Accommodations
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Guzman-Orth, Danielle; Steinberg, Jonathan; Albee, Traci – Language Testing, 2023
Standardizing accessible test design and development to meet students' individual access needs is a complex task. The following study provides one approach to accessible test design and development using participatory design methods with school community members. Participatory research provides opportunities to empower collaborators by co-creating…
Descriptors: English Language Learners, Blindness, Visual Impairments, Testing Accommodations
Examining the L2 Reading Comprehension Ability of Adult ELLs: Developing a Diagnostic Test within the Cognitive Diagnostic Assessment Framework
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Toprak, Tugba Elif; Cakir, Abdulvahit – Language Testing, 2021
Cognitive diagnostic assessment (CDA) has been applied to language assessment in a number of studies in which a diagnostic classification model (DCM) was retrofitted to the results of a non-diagnostic assessment. However, the need to apply CDA through utilization of an inductive rather than a retrofitted approach has been a recurrent theme in…
Descriptors: English (Second Language), Second Language Learning, Undergraduate Students, Young Adults
Outcomes-Based Assessment and Reporting in Language Learning Programmes: A Review of the Issues.
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Brindley, Geoff – Language Testing, 1998
Examines the nature of outcomes-based assessment and reporting systems in language education, noting problems that may arise in their development and implementation by presenting case studies of assessment innovations in the United Kingdom and Australia, which experienced various political, technical, and practical problems. The relationship…
Descriptors: Adult Education, Elementary Secondary Education, English (Second Language), Evaluation Methods