Both educators and students in the United States feel the continuous pressure to improve achievement scores as a form of validation for their work and success. However, emerging bilingual (EBs) learners encounter barriers within assessments that break the assumptions of validity, reliability, and fairness and prevent them from demonstrating their…

Purpose: The language load within mathematics test items can lead to inaccuracy in assessing "Orang Asli" pupils' mathematical ability due to their struggle in comprehending the academic language. This study aims to determine the validity of using test accommodations in the form of oral academic language and oral native language when…

"Translanguaging" refers to the flexible use of the bilingual repertoire. In this report, we provide a theoretical framework to support the use of translanguaging to assess the academic content knowledge of newly arrived emergent bilingual students. In this report, we argue that translanguaging offers newly arrived emergent bilingual…

Language teachers are expected to engage in classroom assessment practices and report on learners' progress aligned with proficiency standards, as well as prepare learners for external examinations. The term "language assessment literacy" (LAL) describes what the constituency of language instructors needs to know about assessment…

In this study we investigated how English learners (ELs) interacted with "®" summative English language arts (ELA) and mathematics items, the embedded online tools, and accessibility features. We focused on how EL students navigated the assessment items; how they selected or constructed their responses; how they interacted with the…

Drawing on duoethnography, the teacher researchers in the present study interacted with the relevant literature, engaged in dialogs, and shared artifacts to examine their knowledge, beliefs, and practices regarding fairness and justice considerations in technology-enhanced language classroom assessment. Under the domain of knowledge, they…

This report is the fifth in a series concerning English language proficiency (ELP) assessments for English learners (ELs) in kindergarten through 12th grade in the United States. The series, produced by Educational Testing Service (ETS), is intended to provide theory and evidence-based principles and recommendations for improving next-generation…

This paper is the first in a series from Educational Testing Service (ETS) concerning English language proficiency (ELP) assessments for K-12 English learners (ELs). The goal of this paper, and the series, is to present research-based ideas, principles, and recommendations for consideration by those who are conceptualizing, developing, and…

This is the 22nd report by the National Center on Educational Outcomes (NCEO) that describes how states publicly report assessment data for students with disabilities in K-12 schools in the United States. The purpose of this report is to examine the extent to which states reported 2018-19 assessment data for students with disabilities "to the…

The underlying methodological approach of the CEFR is defined as being "action-oriented" and task-based (Council of Europe. 2001. "Common European Framework of Reference for Languages: Learning, teaching, assessment." Cambridge University Press: 9), although it explicitly leaves room for a variety of approaches, since the CEFR…

This study reports on an investigation of the predictive validity of the TOEFL iBT®test in an English-medium institution (EMI) in a non-target-language context, namely, Turkey. The relationship between TOEFL iBT scores and academic performance was explored in a cohort of 286 undergraduate students, as was the TOEFL iBT's relationship with an…

In order to comply with the regulations put forth by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), states are required to submit evidence associated with their statewide accountability systems to the United States Department of Education (ED) for peer review. Some states have elected to…

During the 2015-16 school year, 25 states used assessments aligned to college- and career-ready standards developed by consortia of states (i.e., Partnership for Assessment of Readiness for College and Careers--PARCC, Smarter Balanced Assessment Consortium--Smarter Balanced) as their accountability assessments. The participation of students with…

The Washington Comprehensive Assessment Program (WCAP) is a maturing and stable program. In 2016-17 it included: (1) Smarter Balanced Assessments (SBA) in English Language Arts (ELA) and math for students in grades 3-8 and high school; (2) Measurements of Student Progress (MSP) in science for grades 5 and 8; (3) End-of-Course exams in math and…

This is the thirteenth annual report by the National Center on Educational Outcomes (NCEO) that analyzes public reporting practices of assessment data for students with disabilities in K-12 schools in the United States. The Individuals with Disabilities Education Act (IDEA) required states to disaggregate performance data at the state and district…