Academic assessment of english language learners: A critical, probabilistic, systemic view

Improving Large-Scale Assessment in Education: Theory, Issues, and Practice

Volumn , Issue , 2012, Pages 87-109

  Solano Flores, Guillermo ^a   Gustafson, Martha ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84875821738     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (121)

1. Abedi, J. (2004). The No Child Left Behind Act and English language learners: Assessment and accountability issues. Educational Researcher, 33(1), 4-14.
2. Abedi, J. (2007). English language proficiency assessment and accountability under the NCLB Title III: An overview. In J. Abedi (Ed.), English language proficiency in the nation: Current status and future practice. Davis, CA: University of California, Davis.
3. Abedi, J. (2008). An overview. In J. Abedi (Ed.), English language proficiency in the nation: Current status and future practice. Davis, CA: University of California, Davis.
4. Abedi, J. (2009). Computer testing as a form of accommodation for English language learners. Educational Assessment, 14, 195-211.
5. Abedi, J., Courtney, M., Mirocha, J., Leon, S., & Goldberg. J. (2001). Language accommodation for large-scale assessment in science. Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
6. Abedi, J., & Hejri, F. (2004). Accommodations for students with limited English proficiency in the National Assessment of Educational Progress. Applied Measurement in Education, 17(4), 371-392.
7. Abedi, J., Hofstetter, C. H., & Lord, C. (2004). Assessment accommodations for English language learners: Implications for policy-based empirical research. Review of Educational Research, 74(1), 1-28.
8. Abedi, J., Lord, C., & Hofstetter, C. (1998). Impact of selected background variables on students; NAEP math performance. University of California, Los Angeles: Center for the Study of Evaluation; National Center for Research on Evaluation, Standards, and Student Testing; Graduate School of Education & Information Studies.
9. Abedi, J., Lord, C., Hofstetter, C., & Baker, E. (2001). Impact of accommodation strategies on English language learners' test performance. Educational Measurement: Issues and Practice, 19(3), 16-26.
10. Albers, C. A., Hoffman, A. J., & Lundahl, A. A. (2009). Journal coverage of issues related to English language learners across student-service professions. School Psychology Review, 381, 121-134.
11. Allalouf, A., Hambleton, R., & Sireci, S. (1999). Identifying the causes of DIF on verbal items. Journal of Educational Measurement, 36, 18-198.
12. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (1999). Standards for educational and psychological testing. Washington, DC: Author.
13. Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed.). Clevedon, UK: Multilingual Matters.
14. Baker, E. L., Linn, R. L., Herman, J. L., & Koretz, D. (2002). Standards for educational accountability systems (Policy Brief No. 5). Los Angeles, CA: University of California, Center for the Study of Evaluation.
15. Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge, UK: Cambridge University Press.
16. Białystok, E. (2002). Cognitive processes of L2 users. In V. J. Cook (Ed.). Portraits of the L2 user (pp. 145-166). Buffalo, NY: Multilingual Matters.
17. Black, P., & William, D. (2007). Large-scale assessment systems: Design principles drawn from international comparisons. Measurement: Interdisciplinary Research and Perspectives, 5(1), 1-53.
18. Brennan, R. L. (1992). Elements of generalizability theory. Iowa City, IA: American College Testing Program.
19. Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Boston: Addison Wesley & Longman.
20. Clarke, C. (2007). Evaluating Math Pathways & Pitfalls Practical Lessons Learned. Math and Science Partnership Regional Conference Dallas, Texas February 6-8.
21. Cook, L. I., & Schmitt-Cascallar, A. P. (2005). Establishing score comparability for tests given in different languages. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment (pp. 139-170). Mahwah, NJ: Erlbaum.
22. Cope, B., & Kalantzis, M. (2000). Multiliteracies. Literacy learning and the design of social futures. London: Routledge.
23. Cronbach, L. J., Gleser, G. C., Nanda, H., & Rajaratnam, N. (1972). The dependability of behavioral measurements. Hoboken, NJ: Wiley.
24. Crystal, D. (2003). English as a global language (2nd ed.). Cambridge, UK: Cambridge University Press.
25. Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education Office of Bilingual Education, Schooling and language minority students: A theoretical framework (pp. 3-49). Sacramento, CA: California State Department of Education Office of Bilingual Education.
26. Cummins, J. (1999, March). Research, ethics, and public discourse: The debate on bilingual education. Presentation at the National Conference of the American Association of Higher Education, Washington, DC.
27. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.
28. Cummins, J. (2003). BICS and CALP: Origins and rationale for the distinction. In C. B. Paulston & G. R. Tucker (Eds.), Sociolinguistics: The essential readings (pp. 322-328). Malden, MA: Blackwell.
29. Darling-Hammond, L. (1994). Developing professional development schools: Early lessons, challenge, and promise. In L. Darling-Hammond (Ed.), Professional development schools: Schools for developing a profession (pp. 1-27). New York: Teachers College Press.
30. Del Vecchio, A., & Guerrero, M. (1995). Handbook of English language proficiency tests. Albuquerque, NM: New Mexico Highlands University, Evaluation Assistance Center, Western Region.
31. Durán, R. P. (2008). Assessing English language learners' achievement. Review of Research in Education, 32, 292-327.
32. Echevarría, J., & Short, D. J. (2002). Using multiple perspectives in observations of diverse classrooms: The sheltered instruction observation protocol (SIOP). Center for Research on Education, Diversity, and Excellence. Retrieved from http://crede.berkeley.edu/tools/policy/siop/1.3doc2.shtml
33. Eisner, E. W. (1994). Cognition and curriculum reconsidered. New York: Teachers College Press.
34. Ercikan, K. (1998). Translation effects in international assessment. International Journal of Educational Research, 29, 543-553.
35. Ercikan, K. (2002). Disentangling sources of differential item functioning in multi-language assessments. International Journal of Testing, 2, 199-215.
36. Ercikan, K., Gierl, M. J., McCreith, T., Puhan, G., & Koh, K. (2004). Comparability of bilingual versions of assessments: Sources of incomparability of English and French versions of Canada's national achievement tests. Applied Measurement in Education, 17, 301-321.
37. Fishman, J. A. (1965). Who speaks what language to whom and when? La Linguistique, 2, 67-88.
38. García, G. E., McKoon, G., & August, D. (2006). Language and literacy assessment of language-minority students. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth (pp. 597-626). Mahwah, NJ: Erlbaum.
39. General Accounting Office. (2006). No Child Left Behind Act: Assistance from Education could help states better measure progress of students with limited English proficiency. GAO Report to Congressional Requesters, July, (GAO-06-815).
40. Genesee, F. (Ed.). (1994). Introduction. In F. Genesee (Ed.), Educating second language children: The whole child, the whole curriculum, the whole community (pp. 1-11). Cambridge, UK: Cambridge University Press.
41. Gierl, M. J., & Khaliq, S. N. (2001). Identifying sources of differential item and bundle functioning on translated achievement tests: A confirmatory analysis. Journal of Educational Measurement, 38, 16-187.
42. Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press/Sage.
43. Grisay, A. (2003). Translation procedures in OECD/PISA 2000 international assessment. Language Testing, 20(2), 225-240.
44. Grosjean, F. (1985). The bilingual as a competent but specific speaker-hearer. Journal of Multilingual and Multicultural Development, 6, 467-477.
45. Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3-15.
46. Hakuta, K. (2001). How long does it take English learners to attain proficiency? University of California Linguistic Minority Research Institute. Policy Reports. Santa Barbara: Linguistic Minority Research Institute. Retrieved from http://repositories.cdlib.org/lmri/pr/hakuta
47. Hakuta, K., & Beatty, A. (Eds.). (2000). Testing English-language learners in U.S. schools: Report and workshop summary. Washington, DC: National Academy Press.
48. Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London, UK: Edward Arnold.
49. Halliday, M. A. K. (1993). Some grammatical problems in scientific English. In M. A. K. Halliday & J. R. Martin (Eds.), Writing science: Literacy and discursive power (pp. 69-85). Pittsburgh, PA: University of Pittsburgh Press.
50. Hambleton, R. K., & Jones, R. W. (1994). Comparison of empirical and judgmental procedures for detecting differential item functioning. Educational Research Quarterly, 1, 21-36.
51. Hambleton, R. K., Merenda, P. F., & Spielberger, C. D. (Eds.). (2005). Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Lawrence Erlbaum Associates.
52. Hambleton, R., & Rodgers, J. (1995). Item bias review. Practical Assessment, Research & Evaluation, 4(6). Retrieved November 26, 2011 from http://PAREonline.net/getvn.asp?v = 4&n = 6
53. Hamilton, L. S., & Koretz, D. M. (2002). Tests and their use in test-based accountability. In L. S. Hamilton, B. M. Stecher, & S. P. Klein (Eds.), Making sense of test-based accountability in education (pp. 13-49). Santa Monica, CA: RAND.
54. Harkness, J. (2003). Questionnaire translation. In J. Harkness, F. J. R. Van de Vijver, and P. Mohler (Eds.), Cross-cultural survey methods. Hoboken, NJ: Wiley.
55. Harry, B., & Klingner, J. K. (2006). Why are so many minority students in special education? Understanding race and disability in schools. New York: Teachers College Press.
56. Kachchaf, R., & Solano-Flores, G. (2012). Rater language background as a source of measurement error in the testing of English language learners. Applied Measurement in Education, 25, 167-172.
57. Kane, M. T. (1982). A sampling model of validity. Applied Psychological Measurement, 6, 125-160.
58. KewalRamani, A., Gilbertston, L., Fox, M., & Provasnik, K. (2007). Status and trends in the education of racial and ethnic minorities (NCES 2007-039). Washington DC: National Center for Education Statistics, Institute of Educational Sciences, US Department of Education.
59. Kindler, A. L. (2002). Survey of the states, limited English proficient students and available educational programs and services: 1999-2000 summary report. Washington, DC: The George Washington University and National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.
60. Klingner, J., & Harry, B. (2006). The special education referral and decision-making process for English language learners: Child study team meetings and placement conferences. Teachers College Record, 108 (11), 2247-2281.
61. Kohavi, R., & Provost, F. (1998). Glossary of Terms. Machine Learning, 30(2/3), 271-274.
62. Kopriva, R. J. (Ed.). (2008). Improving testing for English language learners. New York: Routledge.
63. Kopriva, R. J., Emick, J. E., Hipólito-Delgado, C. P., & Cameron, C. A. (2007). Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners. Educational Measurement: Issues and Practice, 26(3), 11-20.
64. Kopriva, R., Koran, J., & Hedgspeth, C. (2007). Addressing the importance of systematically addressing student needs and test accommodations. In C. Cahalan Laitusis & L. L. Cook (Eds.), Large-scale assessment and accommodations: What works? (pp. 145-165). Arlington, VA: Council for Exceptional Children.
65. Kopriva, R., Wiley, D. E., Chen, C., Levy, R., Winter, P. C., & Corliss, T. (2004). Field test validity study results: English language development assessment: Final report submitted to the Council of Chief State School Officers LEP-SCASS. Baltimore: University of Maryland Center for the Study of Assessment Validity and Evaluation (C-SAVE).
66. La Celle-Peterson, M. W., & Rivera, C. (1994). Is it real for all kids? A framework for equitable assessment policies for English language learners. Harvard Educational Review, 641, 55-75.
67. Lee, O. (2005). Science education with English language learners: Synthesis and research agenda. Review of Educational Research, 75(4), 491-530.
68. Linn, R. L. (2006). The standards for educational and psychological testing: Guidance in test development. In S. M. Downing & T. M. Haladyna (Eds.), Handbook of test development (pp. 27-38). Mahwah, NJ: Erlbaum.
69. Linn, R. L., Baker, E. L., & Betebenner, D. W. (2002). Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001. Educational Researcher, 31(6), 3-16.
70. Luyks, A., Lee, O., Mahotiere, M., Lester, B., Hart, J., & Deaktor, R. (2007). Cultural and home language influence in elementary students' constructed responses on science assessments. Teachers College Record, 109(4), 897-926.
71. Mackey, W. F. (1962). The description of bilingualism. Canadian Journal of Linguistics, 7, 51-85.
72. MacSwan, J., & Rolstad, K. (2003). Linguistic diversity, schooling, and social class: Rethinking our conception of language proficiency in language minority education. In C. B. Paulston & G. R. Tucker (Eds.), Sociolinguistics: The essential readings (pp. 329-340). Malden, MA: Blackwell.
73. MacSwan, J., Rolstad, K., & Glass, G. V. (2002). Do some school-age children have no language? Some problems of construct validity in the pre-LAS Español. Bilingual Research Journal, 26(2), 213-238.
74. Martiniello, M. (2009). Linguistic complexity, schematic representations, and differential item functioning for English language learners in math tests. Educational Assessment, 14, 160-179.
75. National Assessment of Educational Progress. (1996). Mathematics items public release. Washington, DC: Author.
76. National Center for Education Statistics. (2009). National inclusion policy: Inclusion of special-needs students. Retrieved from http://nces.ed.gov/nationsreportcard/about/inclusion.asp
77. Nguyen-Le, K. (2010). Personal and formal backgrounds as factors which influence linguistic and cultural competency in the teaching of mathematics (Unpublished doctoral dissertation). Boulder, CO: University of Colorado at Boulder.
78. No Child Left Behind Act of 2001 (2001). Pub. L. No. 107-110, 115 stat. 1961 2002. Retrieved from http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf
79. Payán, R. M., & Nettles, M. T. (2008, June). Current state of English-Language learners in the U.S. K-12 student population. English Language Learner Symposium, Princeton, NJ. Retrieved from http://www.ets.org/Media/Conferences_and_Events/pdf/ELLsympsium/ELL_factsheet.pdf
80. Pennock-Roman, M., & Rivera, C. (2007). The differential effects of time on accommodated vs. unaccommodated content assessments for English language learners. Center for Assessment, Reidy Interactive Lecture Series. Retrieved from www.nciea.org
81. Pray, L. (2005). How well do commonly used language instruments measure English oral-language proficiency? Bilingual Research Journal, 29 (2), 387-409.
82. Rabinowitz, S., & Sato, E. (2006, April). Technical adequacy of assessments from alternate student populations: Technical review of high-stakes assessment for English language learners. Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco, CA.
83. Rivera, C., & Collum, E. (Eds.). (2006). State assessment policy and practice for English language learners: A national perspective. Mahwah, NJ: Erlbaum.
84. Rivera, C., Collum, E., Willner, L. N., & Sia, Jr. J. K. (2006). Study 1: An analysis of state assessment policies regarding the accommodation of English language learners. In C. Rivera & E. Collum (Eds.), State assessment policy and practice for English language learners: A national perspective (pp. 1-136). Mahwah, NJ: Erlbaum.
85. Rivera, C., Acosta, B. D., & Shafer Willner, L. (2008). Guide for refining state assessment policies for accommodating English language learners. Arlington, VA: The George Washington University, Center for Equity and Excellence in Education.
86. Romaine, S. (1995). Bilingualism (2nd ed.). Malden, MA: Blackwell.
87. Saunders, W. M., & O'Brien, G. (2006). Oral language. In F. Genesee, K. Lindholm-Leary, W. M. Saunders, & D. Christian (Eds.), Educating English language learners: A synthesis of research evidence (pp. 14-63). Cambridge, UK: Cambridge University Press.
88. Sexton, U., & Solano-Flores, G. (2001, April). A Comparative study of teachers' cultural perspectives across different cultures. Poster presented at the annual meeting of the American Educational Research Association. Seattle, WA.
89. Shavelson, R. J., & Webb, N. M. (1991). Generalizability theory: A primer. Newbury Park, CA: Sage.
90. Shavelson, R. J., & Webb, N. M. (2009). Generalizability theory and its contribution to the discussion of the generalizability of research findings. In K. Ercikan & W. M. Roth (Eds.), Generalizing from educational research. New York: Routledge.
91. Shepard, L.A. (1992). Uses and abuses of testing. In Marvin C. Alkin (Ed.), Encyclopedia of educational research (6th ed., pp. 1477-1485). New York: Macmillan.
92. Shin, F. H. (2004). English language development standards and benchmarks: Policy issues and a call for more focused research. Bilingual Research Journal, 28(2), 253-266.
93. Sireci, S. G., & Allalouf, A. (2003). Appraising item equivalence across multiple languages and cultures. Language Testing, 20, 148-166.
94. Sireci, S. G., Li, S., & Scarpati, S. (2003). The effects of test accommodation on test performance: A review of the literature. Center for Educational Assessment (Research Report No. 485). Amherst, MA: University of Massachusetts at Amherst.
95. Sireci, G., Patsula, L., & Hambleton, R. K. (2005). Statistical methods for identifying flaws in the test adaptation process. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Erlbaum.
96. Sireci, S. G., & Pitoniak, M. J. (2007). Assessment accommodations: What have we learned from research? In C. C. Laitusis and L. L. Cook (Eds.), Large-scale assessment and accommodations: What works? (pp. 53-65). Arlington, VA: Council for Exceptional Children.
97. Sloane, F., & Kelly, A. (2003). Issues in high stakes testing programs. Theory into Practice, 42(1), 12-18.
98. Solano-Flores, G. (2006). Language, dialect, and register: Sociolinguistics and the estimation of measurement error in the testing of English-language learners. Teachers College Record. 108(11), 2354-2379.
99. Solano-Flores, G. (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 learners. Educational Researcher, 37(4), 189-199.
100. Solano-Flores, G. (2009). The testing of English language learners as a stochastic process: Population misspeci-fication, measurement error, and overgeneralization. In K. Ercikan & W. M. Roth (Eds.), Generalizing from Educational Research. New York: Routledge.
101. Solano-Flores, G. (2010, April-May). Vignette illustrations as a form of testing accommodation for English language learners: A design methodology for use in large-scale science assessment. Paper presented at the Annual Conference of the National Council of Measurement in Education, Denver.
102. Solano-Flores, G., Backhoff, E., & Contreras-Niño, L.A. (2009). Theory of test translation error. International Journal of Testing, 9, 78-91.
103. Solano-Flores, G., & Li, M. (2006). The use of generalizability (G) theory in the testing of linguistic minorities. Educational Measurement: Issues and Practice 25(1), 13-22.
104. Solano-Flores, G., & Li, M. (2008). Examining the dependability of academic achievement measures for English-Language Learners. Assessment for Effective Intervention, 333, 135-144.
105. Solano-Flores, G., & Li, M. (2009). Language variation and score variation in the testing of English language learners, native Spanish Speakers. Educational Assessment, 14, 1-15.
106. Solano-Flores, G., Li, M., & Sexton, M. (2004). On the accuracy of teacher judgments of the linguistic and cultural adequacy oftest items. Unpublished paper, Oakland, CA: WestEd.
107. Solano-Flores, G., Li, M., Speroni, C., Rodriguez, J., Basterra, M. R., & Dovholuk, G. (2007, April). Comparing the properties of teacher-adapted and linguistically-simplified test items for English language learners. Paper presented at the annual meeting of the American Educational Research Association., Chicago.
108. Solano-Flores, G., & Prosser, R. R. (2009). Analysis of the linguistic features of Math Path and Pitfalls items and their effect on student performance (Research Report). Boulder, CO: University of Colorado at Boulder.
109. Solano-Flores, G., & Shavelson, R. J. (1997). Development of performance assessments in science: Conceptual, practical and logistical issues. Educational Measurement: Issues and Practice, 16(3), 16-25.
110. Solano-Flores, G., & Trumbull, E. (2003). Examining language in context: The need for new research and practice paradigms in the testing of English-language learners. Educational Researcher, 32(2), 3-13.
111. Solano-Flores, G., & Trumbull, E. (2008). In what language should English language learners be tested? In R. J. Kopriva (Ed.), Improving testing for Engish language learners. New York: Routledge.
112. Stansfield, C. W. (2003). Test translation and adaptation in public education in the USA. Language Testing, 20, 188-206.
113. Stansfield, C. W., & Bowles, M. (2006). Study 2: Test translation and state assessment policies for English language learners. In Rivera, C., & Collum, E. (Eds.), State assessment policy and practice for English language learners: A national perspective (pp. 175-221). Mahwah, NJ: Erlbaum.
114. Trumbull, E., & Farr, B. (2005). Introduction to language. In E. Trumbull & B. Farr (Eds.), Language and learning: What teachers need to know. Norwood, MA: Christopher-Gordon.
115. Trumbull, E., Greenfield, P.M., & Quiroz, B. (2004). Cultural values in learning and education. In. B. Williams (Ed.), Closing the achievement gap (2nd ed., pp. 67-98). Alexandria, VA: Association for Supervision and Curriculum Development.
116. Thurlow, M. L., Thompson, S., & Lazarus, S. S. (2006). Considerations for the administration of tests to special needs students: Accommodations, modifications, and more. In S. M. Downing & T. M. Haladyna (Eds.), Handbook oftest development. (pp. 653-673). Mahwah, NJ: Erlbaum.
117. Valdés, G., & Figueroa, R. A. (1994). Bilingualism and testing: A special case of bias. Norwood, NJ: Ablex.
118. Wei, L. (2000). Dimensions of bilingualism. In L. Wei (Ed.), The bilingualism reader. London: Routledge.
119. Wilson, M., & Bertenthal, M. (Eds.). (2006). Systems for state science assessment. Report of the Committee on Test Design for K-12 Science Achievement. Washington, DC: National Academy Press.
120. Wolfram, W., Adger, C. T., & Christian, D. (1999). Dialects in schools and communities. Mahwah, NJ: Erlbaum.
121. Zieky, M. (2006). Fairness review in assessment. In S. M. Downing & T. M. Haladyna (Eds.), Handbook of test development (pp. 359-376). Mahwah, NJ: Erlbaum.