Standardized achievement tests that are used for assessment and accountability purposes may not provide reliable and valid outcomes for English language learners (ELLs) because extraneous sources may confound the outcome of assessments for these students. Performance assessments, by contrast, may offer opportunities for these students to present a…

Assessments in English that are constructed for native English speakers may not provide valid inferences about the achievement of English language learners (ELLs). The linguistic complexity of the test items that are not related to the content of the assessment may increase the measurement error, thus reducing the reliability of the assessment.…

Describes research on the development of a measure of student metacognition. The brief, domain-independent measure serves as a collateral measure in construct validation, supporting exploration of the self-regulatory demands of performance assessment. Results show that metacognition can be directly and explicitly measured in the context of…