Access the full text.
Sign up today, get DeepDyve free for 14 days.
B. Clauser, K. Mazor (2005)
Using Statistical Procedures to Identify Differentially Functioning Test ItemsEducational Measurement: Issues and Practice, 17
J. Pellegrino, Naomi Chudowsky, R. Glaser (2001)
Knowing What Students Know: The Science and Design of Educational Assessment
Targeted linguistic modifications of science test items for English learners
(2012)
Practical guidelines for the education of English language learners : Research - based recommendations for the use of accommodations in large - scale assessments
English language learner (ELL) students enrolled in public elementary and secondary schools, by grade and home language: Selected years
Michael Kieffer, Nonie Lesaux, Mabel Rivera, D. Francis (2009)
Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity, 79
Issue brief: School closings policy
Hongli Li, H. Suen (2012)
The Effects of Test Accommodations for English Language Learners: A Meta-AnalysisApplied Measurement in Education, 25
Guillermo Solano-Flores, Chao Wang, Rachel Kachchaf, Lucinda Soltero-González, Khanh Nguyen-Le (2014)
Developing Testing Accommodations for English Language Learners: Illustrations as Visual Supports for Item AccessibilityEducational Assessment, 19
(2000)
Testing English-language learners in U.S
Andrew Huddleston (2014)
Achievement at Whose Expense? A Literature Review of Test-Based Grade Retention Policies in U.S. Schools.Education Policy Analysis Archives, 22
(2011)
Achievement gaps: How Hispanic and
Summary of literature on empirical studies of the validity and effectiveness of test accommodations for ELLs
J. Abedi (2006)
Language Issues in Item Development
M. Jodoin, Mark Gierl (2001)
Evaluating Type I Error and Power Rates Using an Effect Size Measure With the Logistic Regression Procedure for DIF DetectionApplied Measurement in Education, 14
(2012)
Issues and opportunities in improving the quality of large scale assessment systems for ELLs [ Paper presentation ]
J. Abedi, Mary Courtney, J. Mirocha, Seth Leon, Jennifer Goldberg (2005)
Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification. CSE Report 666.National Center for Research on Evaluation, Standards, and Student Testing
(2003)
The effects of test accommodation on test performance : A review of the literature ( Center for Educational Assessment Research Report No . 485 )
Guillermo Solano-Flores (2008)
Who Is Given Tests in What Language by Whom, When, and Where? The Need for Probabilistic Views of Language in the Testing of English Language LearnersEducational Researcher, 37
J. Abedi (2016)
Utilizing Accommodations in Assessment
Rosa Ojeda (2016)
Supporting Emerging Multilingual Newcomer Students and their Teachers in California Public High Schools
N. Kober, Naomi Chudowsky, Victor Chudowsky (2010)
State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps.Center on Education Policy
Robert Linquanti, H. Cook (2013)
Toward a "Common Definition of English Learner": Guidance for States and State Assessment Consortia in Defining and Addressing Policy and Technical Issues and Options.
(1997)
Accommodation strategies for English language
(2011)
Confounds in assessing biliteracy and English
ACCESS for ELLs summative assessment
Jacob Cohen (1969)
Statistical Power Analysis for the Behavioral SciencesThe SAGE Encyclopedia of Research Design
Guillermo Solano-Flores, M. Gustafson (2012)
Academic Assessment of English Language Learners : A Critical, Probabilistic, Systemic View
Susan Hopewell, Kathy Escamilla (2014)
Struggling Reader or Emerging Biliterate Student? Reevaluating the Criteria for Labeling Emerging Bilingual Students as Low AchievingJournal of Literacy Research, 46
F. Wolgin (1990)
Perspectives on research.Journal of nursing staff development : JNSD, 6 3
Rachel Kachchaf, T. Noble, Ann Rosebery, C. O'Connor, Beth Warren, Yang Wang (2016)
A closer look at linguistic complexity: Pinpointing individual linguistic features of science multiple-choice items associated with English language learner performanceBilingual Research Journal, 39
H. Rhodes, M. Feder (2014)
Literacy for Science: Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary
Ngss States (2013)
Next generation science standards : for states, by states
Effectiveness and validity of accommodations for English language learners in large - scale assessments ( CSE Report No . 608 )
Maria Martiniello (2009)
Linguistic Complexity, Schematic Representations, and Differential Item Functioning for English Language Learners in Math TestsEducational Assessment, 14
S. Caldas (2013)
9. Assessment of Academic Performance: The Impact of No Child Left Behind Policies on Bilingual Education: A Ten Year Retrospective
T. Noble, Rachel Kachchaf, Ann Rosebery, Beth Warren, M. O’Connor, Yang Wang (2014)
Do Linguistic Features of Science Test Items Prevent English Language Learners from Demonstrating Their Knowledge
Sue Betka, R. Neild (2015)
National Center for Education Evaluation and Regional Assistance
David Sims (2013)
Can failure succeed? Using racial subgroup rules to analyze the effect of school accountability failure on student performanceEconomics of Education Review, 32
T. Haladyna, S. Downing (2005)
Construct-Irrelevant Variance in High-Stakes Testing.Educational Measurement: Issues and Practice, 23
T. Noble, Catherine Suarez, Ann Rosebery, M. O’Connor, Beth Warren, Josiane Hudicourt-Barnes (2012)
“I never thought of it as freezing”: How students answer questions on large‐scale science tests and what they know about scienceJournal of Research in Science Teaching, 49
S. Sireci, Molly Faulkner-Bond (2015)
Promoting Validity in the Assessment of English LearnersReview of Research in Education, 39
(1995)
The educator’s word
David MacGregor, Bokyung Cho, Mohammed Louguit (2006)
Annual Technical Report for ACCESS for ELLs® English Language Proficiency Test, Series 100, 2004-2005 Administration
J. Abedi (2002)
Standardized Achievement Tests and English Language Learners: Psychometrics IssuesEducational Assessment, 8
L. Fuchs, D. Fuchs, Susan Eaton, C. Hamlett, K. Karns (2000)
Supplementing Teacher Judgments of Mathematics Test Accommodations with Objective Data SourcesSchool Psychology Review, 29
Jaekyung Lee, T. Reeves (2012)
Revisiting the Impact of NCLB High-Stakes School Accountability, Capacity, and ResourcesEducational Evaluation and Policy Analysis, 34
Rachel Kachchaf, T. Noble, Ann Rosebery, Yang Wang, Beth Warren, M. O’Connor (2014)
The Impact of Discourse Features of Science Test Items on ELL Performance.
Smarter Balanced Assessment Consortium: Accommodations for English Language Learners and Students with Disabilities: A Research-Based Decision Algorithm. Smarter Balanced Assessment Consortium
Brianna Avenia-Tapper, Lorena Llosa (2015)
Construct Relevant or Irrelevant? The Role of Linguistic Complexity in the Assessment of English Language Learners’ Science KnowledgeEducational Assessment, 20
J. Abedi, Carol Lord (2001)
The Language Factor in Mathematics TestsApplied Measurement in Education, 14
M. Pennock-Román, Charlene Rivera (2011)
Mean Effects of Test Accommodations for ELLs and Non‐ELLs: A Meta‐Analysis of Experimental StudiesEducational Measurement: Issues and Practice, 30
ESSA's flexibility on assessment elicits qualms from testing experts. Education Week
Frances Butler, A. Bailey, Robin Stevens, Becky Huang, Carol Lord (2004)
Academic English in Fifth-Grade Mathematics, Science, and Social Studies Textbooks. CSE Report 642.
In this experimental study, 20 multiple-choice test items from the Massachusetts Grade 5 science test were linguistically simplified, and original and simplified test items were administered to 310 English learners (ELs) and 1,580 non-ELs in four Massachusetts school districts. This study tested the hypothesis that specific linguistic features of test items contributed to construct-irrelevant variance in science test scores of ELs. Simplifications targeted specific linguistic features, to identify those features with the largest impacts on ELs’ test performance. Of all the linguistic simplifications used in this study, adding visual representations to answer choices had the largest positive effect on ELs’ performance. These findings have significant implications for the design of multiple-choice test items that are fair and valid for ELs.
American Educational Research Journal – SAGE
Published: Oct 1, 2020
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.