Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity (original) (raw)
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The effects of test accommodations for English language learners: A meta-analysis
A meta-analysis using Hierarchical Linear Modeling (HLM) was conducted to examine the effects of test accommodations on the test performance of English language learners (ELLs). The results indicated that test accommodations improve ELLs' test performance by about 0.157 standard deviations—a relatively small but statistically significant increase. Once the potential predictors that may have contributed to the variance of the effect sizes across studies had been accounted for, only English proficiency was found to be significant. Further, the results indicated that ELLs with a low level of English proficiency benefited much more from test accommodations than did those with a high level of English proficiency. Little difference was observed in regard to other factors such as students' ethnicity, students' grade level, or the subject for which they were being examined. Although previous studies have suggested that linguistic simplification may be more effective than other methods, results from this meta-analysis offered no support for that suggestion.
Providing Validity Evidence to Improve the Assessment of English Language Learners
PsycEXTRA Dataset
This research project addresses the validity of assessments used to measure the performance of English language learners (ELLs), such as those mandated by the No Child Left Behind Act of 2001 (NCLB, 2002). The goals of the research are to help educators understand and improve ELL performance by investigating the validity of their current assessments, and to provide states with much needed guidance to improve the validity of their English language proficiency (ELP) and academic achievement assessments for ELL students. The research has three phases. In the first phase, the researchers analyze existing data and documents to understand the nature and validity of states' current practices and their priority needs. This first phase is exploratory in that the researchers identify key validity issues by examining the existing data and formulate research areas where further investigation is needed for the second phase. In the second phase of the research, the researchers will deepen their analysis of the areas identified from Phase I findings. In the third phase of the research, the researchers will develop specific guidelines on which states may base their ELL assessment policy and practice. The present report focuses on the researchers' Phase I research activities and results. The report also discusses preliminary implications and recommendations for improving ELL assessment systems. 1 We would like to thank Lyle Bachman, Alison Bailey, Frances Butler, Diane August, and Guillermo Solano-Flores for their valuable comments on earlier drafts of this report. We are also very grateful to our three participating states for their willingness to share their data and support of our work. Academic language functions (ELP test: reading and listening passages only)
PsycEXTRA Dataset
Nationwide there is strong impetus for higher standards of learning as well as for standards-based assessments that measure the progress of all students towards those standards. However, students for whom English is a second language are often excluded from large-scale assessments. It is thought that one means of achieving the goal of inclusion for all students is through the use of assessment accommodations with students who have not yet mastered English. This paper addresses the use of accommodation strategies in large-scale assessments with these students. An overview of accommodation issues is presented along with current practices. The authors argue that there is a need to determine the effectiveness of using accommodations and then to establish a procedure for making decisions in an informed and systematic way, including determining eligibility for accommodations. A model of factors that impact the academic performance of English language learners 2 is provided to illustrate how both individual differences and group similarities can inform the use accommodations. Finally, steps and challenges toward creating sound eligibility procedures and accommodation guidelines are discussed. As we, as a nation, move into the twenty-first century, one educational issue more than any other will continue to present challenges of increasing proportions. That issue, simply put, is: How do we assure equal educational opportunities for all of our nationÕs children? With the rapidly changing demographics in this country,