Download or read book Research Based Recommendations for the Use of Accommodations in Large Scale Assessments Practical Guidelines for the Education of English Language Learners Book 3 of 3 written by David J. Francis and published by . This book was released on 2006 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fundamental principles underlying the "No Child Left Behind (NCLB) Act of 2001" focus on high standards of learning and instruction with the goal of increasing academic achievement--reading and math in particular--within all identified subgroups in the K-12 population. One of these subgroups is the growing population of English Language Learners (ELLs). NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to this special and heterogeneous group of learners. However, ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of content-area knowledge. Educators have raised multiple questions about effective practices and programs to support the academic achievement of all ELLs, including questions about classroom instruction and targeted interventions in reading and math, the special needs of adolescent newcomers, and the inclusion of ELLs in large-scale assessments. This document focuses explicitly on this last issue and in particular on research-based recommendations on the use of accommodations to increase the valid participation of ELLs in large-scale assessments. This document is organized into three sections. The first section provides an overview with important background information on the inclusion of ELLs in large-scale assessments and the role of language in content-area assessments. This background information lays the groundwork for understanding and selecting the types of accommodations that are likely to benefit ELLs. In the second section, the authors provide background information on accommodations, including the complementary concepts of "effectiveness" and "validity", as they relate to proposed accommodations. They also review relevant research on state policies regarding accommodations for ELLs. In the final section, they provide descriptions of the most common accommodations that have been studied in the empirical research and conduct a quantitative synthesis (i.e., "meta-analysis") of this research in order to determine those accommodations that are currently known to be most effective. Also, in this final section, the authors offer recommendations and conclusions for the use of accommodations in order to increase the valid participation of ELLs in state assessments. Appendices include: (1) Literature Search Strategy; (2) Studies Excluded from Meta-Analysis; (3) Overview of Meta-Analysis Methods; (4) Descriptive Information and Effect Size Calculations for 11 Studies Used in Meta-Analysis; and (5) Forrest Plot of Effect Sizes and 95% Confidence Intervals from Random Effects Model. (Contains 2 tables and 27 endnotes.) [For related reports see, "Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners. Book 1 of 3" (ED517790) and "Research-Based Recommendations for Serving Adolescent Newcomers. Practical Guidelines for the Education of English Language Learners. Book 2 of 3" (ED517791).].
Download or read book Research Based Recommendations for the Use of Accommodations in Large Scale Assessments written by Michael J. Kieffer and published by . This book was released on 2012 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents results from a new quantitative synthesis of research on the effectiveness and validity of test accommodations for English language learners (ELLs) taking large-scale assessments. In 2006, the Center on Instruction published a review of the literature on test accommodations for ELLs titled "Practical Guidelines for the Education of English Language Learners: Research-based Recommendations for the Use of Accommodations in Large-Scale Assessments" (Francis, Rivera, Lesaux, Kieffer, & Rivera, 2006). This new publication provides an update to the 2006 report, incorporating evidence from nine studies not previously included and providing updated recommendations for educators and policy-makers. Results drawn from 20 studies (including, in total, more than 33,000 students, of whom more than 9,400 were ELLs) were aggregated using meta-analysis. The studies were primarily conducted using researcher-created tests of mathematics and science with items drawn from the National Assessment of Educational Progress (NAEP) in grades 4 and 8. Drawing on the existing evidence, the authors suggest the following recommendations, ordered by the strength of the available evidence: (1) Use simplified English in test design, eliminating irrelevant language demands for all students; (2) Provide English dictionaries/glossaries to ELLs; (3) Match the language of tests and accommodations to the language of instruction; and (4) Provide extended time to ELLs or use untimed tests for all students. Appended are: (1) Characteristics of studies included in the meta-analysis on effectiveness of accommodations; (2) Comparisons of included studies to those included in Francis et al. (2006) and Pennock-Roman (2011) with reasons for inclusion for newly added studies since Francis et al. (2006); (3) Discussion of the choice of unit of analysis; and (4) Reporting of technical results. (Contains 3 tables and 3 footnotes.) [For related reports, see "Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners. Book 1 of 3" (ED517790); "Research-Based Recommendations for Serving Adolescent Newcomers. Practical Guidelines for the Education of English Language Learners. Book 2 of 3" (ED517791); and "Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments. Practical Guidelines for the Education of English Language Learners. Book 3 of 3" (ED517792).].
Download or read book Fairness in Educational Assessment and Measurement written by Neil J. Dorans and published by Routledge. This book was released on 2016-09-19 with total page 379 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of fairness, validity, and accessibility in assessment is greater than ever as testing expands to include more diverse populations, more complex purposes, and more sophisticated technologies. This book offers a detailed account of fairness in assessment, and illustrates the interplay between assessment and broader changes in education. In 16 chapters written by leading experts, this volume explores the philosophical, technical, and practical questions surrounding fair measurement. Fairness in Educational Assessment and Measurement addresses issues pertaining to the construction, administration, and scoring of tests, the comparison of performance across test takers, grade levels and tests, and the uses of educational test scores. Perfect for researchers and professionals in test development, design, and administration, Fairness in Educational Assessment and Measurement presents a diverse array of perspectives on this topic of enduring interest. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Download or read book Educating Individuals with Disabilities written by Elena L. Grigorenko, PhD and published by Springer Publishing Company. This book was released on 2008-02-22 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: Before the passage of the Education for All Handicapped Children Act in 1975, U.S. students with physical and learning disabilities frequently went undiagnosed, received inadequate treatment, or were even barred from attending school. And until recently, traditional measures of learning disability were often too crude to separate the learning-disabled student from students having academic difficulties due to other reasons, such as emotional issues or language problems. Grigorenko's new book discusses how learning-disabled students are identified and assessed today, in light of the 2004 Individuals with Disabilities Education Improvement Act. One of the major changes in IDEIA 2004, for instance, is the "Response to Intervention" (RTI) provision, which allows school districts to better identify students with legitimate learning disabilities and provide them with individualized, evidence-based instruction. Grigorenko's interdisciplinary collection is the first to comprehensively review the IDEIA 2004 Act and distill the changes professionals working with learning-disabled students face. The text takes an overarching perspective, first discussing the IDEIA in its historical, political, and legal context, then covering practical issues professionals address on a daily basis. Educating Individuals with Disabilities is a priceless resource for school psychologists, neuropsychologists, speech-language therapists, administrators, policy makers, and legal professionals who navigate special education and learning disability issues on a daily basis.
Download or read book Research Based Recommendations for Serving Adolescent Newcomers Practical Guidelines for the Education of English Language Learners Book 2 of 3 written by David J. Francis and published by . This book was released on 2006 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fundamental principles underlying the "No Child Left Behind" (NCLB) Act of 2001" focus on high standards of learning and instruction with the goal of increasing academic achievement--reading and math in particular--within all identified subgroups in the K-12 population. One of these subgroups is the growing population of English Language Learners (ELLs). NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to this special and heterogeneous group of learners. However, ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of content-area knowledge. Educators have raised multiple questions about effective practices and programs to support the academic achievement of all ELLs, including questions about classroom instruction and targeted interventions in reading and math, the special needs of adolescent newcomers, and the inclusion of ELLs in large-scale assessments. While ELLs vary in their academic outcomes and many thrive in U.S. schools, there is indeed a significant proportion--whether or not formally designated Limited English Proficient (LEP) or English Language Learner (ELL) and thus receiving support services for language development--who struggle considerably in developing English proficiency and academic skills, as well as meeting grade-level standards. This document was written primarily with this latter group in mind, and, in particular, the group of ELLs who are adolescent newcomers. This group of ELLs has a relatively short period of time in which to simultaneously develop academic language skills and master grade-level content. This document provides evidence-based recommendations for policymakers, administrators, and teachers in middle and high schools who seek to make informed decisions about effectively serving adolescent newcomers. (Contains 42 endnotes.) [For related reports, see "Research-Based Recommendations for Instruction and Academic Interventions. Practical Guidelines for the Education of English Language Learners. Book 1 of 3" (ED517790) and "Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments. Practical Guidelines for the Education of English Language Learners. Book 3 of 3" (ED517792).].
Download or read book Improving the Literary Skills of Children and Young Adults written by United States. Congress. House. Committee on Education and Labor. Subcommittee on Early Childhood, Elementary, and Secondary Education and published by . This book was released on 2010 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching English as an Additional Language in Secondary Schools written by Seán Bracken and published by Taylor & Francis. This book was released on 2016-11-10 with total page 221 pages. Available in PDF, EPUB and Kindle. Book excerpt: With increasing numbers of learners in secondary schools having English as an additional language, it is crucial for all teachers to understand the learning requirements of these students and plan distinctive teaching approaches to engage and support them. This book provides school leaders, trainee teachers and qualified teachers with the skills and practical knowledge they need to strengthen the learning outcomes of students for whom English is an additional language. Teaching English as an Additional Language in Secondary Schools sets out realistic ways in which EAL learners can be engaged and stretched in their learning, building on their prior literacy, cultural experiences and language learning. It clearly explains the theory and key research into how additional languages are acquired and offers practical classroom teaching and learning strategies to show teachers how they can help EAL learners to access the curriculum and reflect on their learning through assessments. Features include: tasks to help put the ideas into practice case studies illustrating the key challenges faced by EAL learners summaries of key research findings reflections to encourage deeper thinking. Drawing on the daily experiences of teachers and teaching assistants, this book will be essential reading for all trainee and practising teachers that want to ensure students with EAL fulfil their true learning potential.
Download or read book Research Based Recommendations for Instruction and Academic Interventions Practical Guidelines for the Education of English Language Learners Book 1 of 3 written by David J. Francis and published by . This book was released on 2006 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fundamental principles underlying the "No Child Left Behind (NCLB) Act of 2001" focus on high standards of learning and instruction with the goal of increasing academic achievement--reading and math in particular--within all identified subgroups in the K-12 population. One of these subgroups is the growing population of English Language Learners (ELLs). NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for teaching English and content knowledge to this special and heterogeneous group of learners. However, ELLs present a unique set of challenges to educators because of the central role played by academic language proficiency in the acquisition and assessment of content-area knowledge. Educators have raised multiple questions about effective practices and programs to support the academic achievement of all ELLs, including questions about classroom instruction and targeted interventions in reading and math, the special needs of adolescent newcomers, and the inclusion of ELLs in large-scale assessments. While ELLs vary in their academic outcomes and many thrive in U.S. schools, there is indeed a significant proportion--whether or not formally designated Limited English Proficient (LEP) or English Language Learner (ELL) and thus receiving support services for language development--who struggle considerably in developing English proficiency, academic skills, and meeting grade-level standards. This document was written primarily with this latter group in mind. Like any other population of learners with academic difficulties, struggling ELLs require effective instructional approaches and interventions to prevent further difficulties and to augment and support their academic development. When designing an instructional approach or intervention, educators must consider several factors in addition to the content, such as the format for delivery, the match between the learner's difficulty and the approach or intervention, and whether it is meant to be a class-wide approach or targeted for small-group or one-on-one settings. For ELLs, it is especially important to consider the role of second language proficiency in their difficulties as well as in their ability to profit from the planned instruction or intervention. This document provides evidence-based recommendations for policymakers, administrators, and teachers in K-12 settings who seek to make informed decisions about instruction and academic interventions for ELLs. The domains of focus include reading and mathematics, and the recommendations apply to both a class-wide instructional format and individualized, targeted interventions, depending on the population and the goals of the instruction. (Contains 58 endnotes.) [For related reports, see "Research-Based Recommendations for Serving Adolescent Newcomers. Practical Guidelines for the Education of English Language Learners. Book 2 of 3" (ED517791) and "Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments. Practical Guidelines for the Education of English Language Learners. Book 3 of 3" (ED517792).].
Download or read book Social Consequences of Testing for Language minoritized Bilinguals in the United States written by Jamie L. Schissel and published by Multilingual Matters. This book was released on 2019-03-07 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book constructs a historical narrative to examine the social consequences of testing faced by language-minoritized bilinguals in the United States. These consequences are understood with respect to what language-minoritized bilinguals faced when they have sought (1) access to civic participation (2) entry into the United States, (3) education in K-12 Schools, and (4) higher education opportunities. By centering the test-taker perspective with a use-oriented testing approach, the historical narrative describes the cumulative nature of these consequences for this community of individuals, which demonstrates how the mechanism of testing – often in conjunction with other structural and political forces – has contributed to the historic, systemic marginalization of language-minoritized bilinguals in the United States. By viewing these experiences with respect to consequential validity, the book poses questions to those involved in testing to not only acknowledge these histories, but to actively and explicitly incorporate efforts to dismantle these legacies of discrimination. The conclusions drawn from the historical analysis add an important perspective for educators and researchers concerned with inequities in the testing of language-minoritized bilinguals.
Download or read book Special Education Design and Development Tools for School Rehabilitation Professionals written by Singh, Ajay and published by IGI Global. This book was released on 2019-12-13 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators who work with students with disabilities have the unique challenge of providing comprehensive and quality educational experiences for students who have a wide range of abilities and levels of focus. Pedagogies and educational strategies can be applied across a student population, though they tend to have varied success. Developing adaptive teaching methods that provide quality experiences for students with varied disabilities are necessary to promote success for as many of these students as possible. Special Education Design and Development Tools for School Rehabilitation Professionals is a comprehensive research publication that examines special education practices and provides in-depth evaluations of pedagogical practices for improved educational experiences for students with disabilities. Highlighting a range of topics such as bilingual education, psychometrics, and physical education, this book is ideal for special education teachers, instructors, rehabilitation professionals, academicians, school administrators, instructional designers, curriculum developers, principals, educational software developers, researchers, and students.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educating One and All written by National Research Council and published by National Academies Press. This book was released on 1997-06-27 with total page 305 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
Download or read book Technology and Testing written by Fritz Drasgow and published by Routledge. This book was released on 2015-08-20 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: From early answer sheets filled in with number 2 pencils, to tests administered by mainframe computers, to assessments wholly constructed by computers, it is clear that technology is changing the field of educational and psychological measurement. The numerous and rapid advances have immediate impact on test creators, assessment professionals, and those who implement and analyze assessments. This comprehensive new volume brings together leading experts on the issues posed by technological applications in testing, with chapters on game-based assessment, testing with simulations, video assessment, computerized test development, large-scale test delivery, model choice, validity, and error issues. Including an overview of existing literature and ground-breaking research, each chapter considers the technological, practical, and ethical considerations of this rapidly-changing area. Ideal for researchers and professionals in testing and assessment, Technology and Testing provides a critical and in-depth look at one of the most pressing topics in educational testing today. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
Download or read book Large scale Assessment and Accommodations written by Council for Exceptional Children and published by . This book was released on 2007 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Education of English Language Learners written by Marilyn Shatz and published by Guilford Press. This book was released on 2010-04-22 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech–language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.
Download or read book Keeping Score for All written by National Research Council and published by National Academies Press. This book was released on 2004-10-02 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Download or read book Practical Language Testing written by Glenn Fulcher and published by Routledge. This book was released on 2013-11-26 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Practical Language Testing equips you with the skills, knowledge and principles necessary to understand and construct language tests. This intensely practical book gives guidelines on the design of assessments within the classroom, and provides the necessary tools to analyse and improve assessments, as well as deal with alignment to externally imposed standards. Testing is situated both within the classroom and within the larger social context, and readers are provided the knowledge necessary to make realistic and fair decisions about the use and implementation of tests. The book explains the normative role of large scale testing and provides alternatives that the reader can adapt to their own context. This fulfils the dual purpose of providing the reader with the knowledge they need to prepare learners for tests, and the practical skills for using assessment for learning. Practical Language Testing is the ideal introduction for students of applied linguistics, TESOL and modern foreign language teaching as well as practicing teachers required to design or implement language testing programmes. The book is supported by frequently updated online resources at http://languagetesting.info/ including sets of scenarios providing resources to study aviation English assessment, call centre assessment, military language assessment, and medical language assessment. The materials can be used to structure debates and seminars, with pre-reading and video activities. Practical Language Testing was commended as a 2012 runner-up of the prestigious SAGE/ILTA Award for Best Book on Language Testing.
