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Direct linkJennifer A. Bury – ProQuest LLC, 2024
No Child Left Behind (NCLB) cemented a standardized testing assessment culture in the United States but research has highlighted the inequities (Au, 2020; Dixon, 1978; Grodsky et al., 2008; Khan, 2020; Moses & Nanna, 2007), unreliability (Hunt et al., 2010; Pizmony-Levy & Green Saraisky, 2016) and negative impacts (Berryhill et al., 2009;…
Descriptors: Alternative Assessment, Test Validity, Test Reliability, Accountability
Jo-Kate Collier – ProQuest LLC, 2021
With this study I investigate the consequential validity of a state English language proficiency (ELP) assessment, following Messick's (1989) expanded theory on validity. I examined intended and unintended consequences of the Texas English Language Proficiency Assessment System (TELPAS) through stakeholder perceptions. TELPAS is a federally…
Descriptors: Test Validity, English (Second Language), Language Tests, English Learners
Peer reviewedMelissa L. Gholson; Lorraine Sova; Maurice Cogan Hauck; Linda Howley; And Traci Albee – Educational Assessment, 2024
Designing an effective K-12 alternate English language proficiency assessment (ELP) for English learners with significant cognitive disabilities (ELSCDs) is a substantial undertaking, particularly given the absence of design models for such an assessment and limited empirical research to guide test design teams. These challenges emphasized the…
Descriptors: Evidence Based Practice, Student Diversity, English Language Learners, Elementary School Students
Saint, Jo; Rice, Kenneth G.; Varjas, Kris; Meyers, Joel – School Psychology Review, 2021
There are many measures of student perceptions of school climate; accordingly, there is a staggering amount of research examining those perceptions and related outcomes. There is a comparatively small number of measures examining school personnel perceptions. Of those found, only some had evidence of measurement invariance/equivalence (MI/E). None…
Descriptors: Teacher Attitudes, Educational Environment, Gender Differences, Racial Differences
Download full textLane, Suzanne – ETS Research Report Series, 2020
The impetus for test-based accountability systems is to improve the educational opportunities afforded to all students so as to improve their learning; therefore, integral to the validity argument of these systems is the appraisal of test-based inferences and decisions in terms of their consequences. Both positive and negative consequences of…
Descriptors: Accountability, Achievement Tests, Test Results, Educational Legislation
Smarter Balanced Assessment Consortium, 2020
The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English…
Descriptors: Student Evaluation, Evaluation Methods, English Language Learners, Students with Disabilities
Boyer, Michelle; Landl, Erika – National Center on Educational Outcomes, 2021
This Brief contains a scan of the interim assessment landscape, and is focused on the availability of documentation supporting the appropriateness of these assessments for students with disabilities. The purpose of this Brief is to advise the development of guidance that facilitates improved practices related to the use of interim assessments for…
Descriptors: Students with Disabilities, Student Evaluation, Formative Evaluation, Inclusion
Gholson, Melissa L.; Guzman-Orth, Danielle – ETS Research Report Series, 2019
The purpose of this report is to propose a theory of action for the development of an alternate English language proficiency assessment (AELPA) system to support the integrated instruction and assessment for English learners with significant cognitive disabilities (ELSCDs). This theory of action examines the purposes of an ELP assessment system…
Descriptors: English (Second Language), Second Language Learning, Language Tests, Language Proficiency
Smarter Balanced Assessment Consortium, 2019
The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English…
Descriptors: Student Evaluation, Evaluation Methods, English Language Learners, Students with Disabilities
Smarter Balanced Assessment Consortium, 2018
The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English…
Descriptors: Student Evaluation, Evaluation Methods, English Language Learners, Disabilities
Sanders, Sara – National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC), 2019
This guide is designed to assist States, agencies, and/or facilities who work with youth who are neglected, delinquent, or at-risk (N or D). The information in the guide will benefit those who are (a) interested in implementing pre-posttests, (b) in the process of identifying an appropriate pre-posttest, or (c) ready to evaluate current testing…
Descriptors: At Risk Students, Delinquency, Pretests Posttests, Testing
Center on Standards and Assessments Implementation, 2019
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…
Descriptors: College Entrance Examinations, Peer Evaluation, Educational Legislation, Federal Legislation
Skinner, Rebecca R.; Lomax, Erin – Congressional Research Service, 2017
Federal education legislation continues to emphasize the role of assessment in elementary and secondary schools. Perhaps most prominently, the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA; P.L. 114-95), requires the use of test-based educational accountability systems in states and specifies the…
Descriptors: Educational Assessment, Educational Legislation, Elementary Secondary Education, Federal Legislation
