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Both English language learners (ELLs) and non-ELL students in grades 4 and 8 were tested in mathematics using one of several accommodations during winter 2002. This study compared computer-, customized dictionary-, and extra-time-accommodates test results of ELL and non-ELL students. Test and questionnaire results were examined for 607 students in grade 4 and 542 in grade 8. A reading composite score were used as a covariate, and adjusted scores were obtained. Students' responses to accommodation followup questionnaires and background questionnaires were analyzed. The computer accommodation was the most effective. It provided an alternative test item delivery and an easy-to-access gloss of non-mathematics lexicon. Since non-ELL students who received the same accommodations performed consistently with nonacommodated, non-ELL students, there is evidence that the accommodations do not affect the construct being measured, and thus are valid for assessing the performance of ELL students. As schools increase their technology base, the computer test platform may be the means to provide language accommodation on demand to ELL students and other students not proficient in academic English. One appendix contains details about mathematics test item responses, and the other contains the followup questionnaire results. (Contains 2 figures, 52 tables, and 65 references.) (SLD)

Descriptors: Academic Achievement, Elementary Education, Elementary School Students, English (Second Language), Limited English Speaking, Mathematics, Middle School Students, National Surveys, Second Language Learning, Test Results

UCLA/Center for the Study of Evaluation, 301 GSE&IS, Box 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532.

Autor: Abedi, Jamal; Courtney, Mary; Leon, Seth


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