Transformation in K–12 English Language Proficiency Assessment: Changing Contexts, Changing Constructs

Review of Research in Education

Volumn 39, Issue 1, 2015, Pages 122-164

  Boals, Timothy ^a   Kenyon, Dorry M ^b   Blair, Alissa ^a   Cranley, M Elizabeth ^a   Wilmes, Carsten ^a   Wright, Laura J ^b  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b CENTER FOR APPLIED LINGUISTICS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84924763170     PISSN: 0091732X     EISSN: 19351038     Source Type: Journal    
DOI: 10.3102/0091732X14556072     Document Type: Article

References (135)

1. Abedi J.The No Child Left Behind Act and English language learners: Assessment and accountability issues.Educational Researcher. 2004;33 (1): 4-14
2. Abedi J.English language proficiency assessment in the nation: Current status and future practice. Abedi J., ed. Davis: University of California, Davis, School of Education; 2007:3-10.
3. Abedi J.Classification system for English language learners: Issues and recommendations.Educational Measurement: Issues and Practice. 2008a;27 (3): 17-31
4. Abedi J.Measuring students’ level of English proficiency: Educational significance and assessment requirements.Educational Assessment. 2008b;13:193-214
5. Abedi J.,Gándara P.Performance of English Language Learners as a subgroup in large-scale assessment: Interaction of research and policy.Educational Measurement: Issues and Practice. 2006;25 (4): 36-46
6. Abedi J.,Hofstetter C. H.,Lord C.Assessment accommodations for English language learners: Implications for policy-based empirical research.Review of Educational Research. 2004;74 (1): 1-28
7. Abedi J.,Levine H. G.Fairness in assessment of English learners.Leadership. 2013;42 (3): 26-38
8. AbediJ.LinquantiR. (2012, January). Issues and opportunities in improving the quality of large scale assessment systems for English language learners. Paper presented at the Understanding Language Conference, Stanford University, Stanford, CA. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/07-Abedi%20Linquanti%20Issues%20and%20Opportunities%20FINAL.pdf
9. Albers C. A.,Kenyon D. M.,Boals T. J.Measures for determining English language proficiency and the resulting implications for instructional provision and intervention.Assessment for Effective Intervention. 2008;34:74-85
10. Albus D.,Thurlow M. L.Accommodating students with disabilities on state English language proficiency assessments.Assessment for Effective Intervention. 2008;33:156-166
11. Standards for educational and psychological testing. Washington, DC: American Educational Research Association; 2014:
12. AntunezB. (2003). Assessing English language learners in America’s Great City Schools. Washington, DC: Council of the Great City Schools. Retrieved from http://www.cgcs.org
13. Bachman L. F.Modern language testing at the turn of the century: Assuring that what we count counts.Language Testing. 2000;17:1-42
14. Bachman L. F.Building and supporting a case for test use.Language Assessment Quarterly. 2003;2:1-34
15. Bachman L. F.,Palmer A.Language assessment in practice. Oxford, England: Oxford University Press; 2010:
16. Bailey A. L.The language demands of school: Putting academic English to the test. New Haven, CT: Yale University Press; 2007:
17. Bailey A. L.,Butler F. A.The language demands of school: Putting academic English to the test. Bailey A. L., ed. New Haven, CT: Yale University Press; 2007:68-102.
18. BaileyA. L.ButlerF.LaFramentaC.OngC. (2004). Towards the characterization of academic language in upper elementary science classrooms (CSE Report No. 621). Los Angeles, CA: CRESST. Retrieved from http://www.cse.ucla.edu/products/reports/R621.pdf
19. Bailey A. L.,Huang B. H.Do current English language development/proficiency standards reflect the English needed for success in school?.Language Testing. 2011;28:343-365
20. BaileyA. L.WolfM. K. (2012). The challenge of assessing language proficiency aligned to the Common Core State Standards and some possible solutions. Paper presented at the Understanding Language Conference, Stanford University, CA. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/08-Bailey%20Wolf%20Challenges%20of%20Assessment%20Language%20Proficiency%20FINAL_0.pdf
21. Billig H. S.Title I of the Improving America’s Schools Act: What it looks like in practice.Journal of Education for Students Placed at Risk. 1997;2:329-343
22. Bunch G. C.Pedagogical language knowledge: Preparing mainstream teachers for English learners in the new standards era.Review of Research in Education. 2013;37:298-341
23. BunchG. C.KiblerA.PimentelS. (2012, January). Realizing opportunities for English learners in the common core English language arts and disciplinary literacy standards. Paper presented at the Understanding Language Conference, Stanford University, Stanford, CA. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/01_Bunch_Kibler_Pimentel_RealizingOppinELA_FINAL_0.pdf
24. Bunch M. B.Testing English language learners under No Child Left Behind.Language Testing. 2011;28:323-341
25. Butler F. A.,Stevens R.Standardized assessment of the content knowledge of English language learners K-12: Current trends and old dilemmas.Language Testing. 2001;18:409-427
26. Chamot A. U.,O’Malley J. M.The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley; 1994:
27. Chapelle C.English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Philadelphia, PA: John Benjamins; 2003:
28. Christie F.,Derewianka B.School discourse: Learning to write across the years of schooling. London, England: Continuum; 2008:
29. Coleman R.,Goldenberg C.The common core challenge for ELLs.Principal Leadership. 2012;12 (5): 46-51
30. Cook H. G.,Boals T.,Lundberg L.Developing informed expectations for the academic achievement of English learners: What can we reasonably expect?.Phi Delta Kappan. 2011;93 (3): 66-69
31. Cook H. G.,Boals T.,Wilmes C.,Santos M.Issues in the development of Annual Measurable Achievement Objectives (AMAOs) for WIDA consortium states. Madison, WI: WIDA Consortium; 2008:
32. Cook H. G.,Linquanti R.,Chinen M.,Jung H.National evaluation of Title III implementation supplemental report: Exploring approaches to setting English language proficiency performance criteria and monitoring English learner progress. Washington, DC: Office of Planning, Evaluation and Policy Development, U.S. Department of Education; 2012:
33. Summary of state practices concerning the assessment of and the data collection about limited English proficient. Washington, DC: Author; 1991:
34. Framework for English language proficiency development standards corresponding to the Common Core State Standards and the Next Generation Science Standards. Washington, DC: Author; 2012:
35. Cummins J.Schooling and language minority students: A theoretical framework. Los Angeles: Evaluation, Dissemination, and Assessment Center, California State University; 1981:3-49.
36. Cummins J.Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual Matters; 1984:
37. Cummins J.Empowering minority students: A framework for intervention.Harvard Educational Review. 1986;56:18-36
38. Cummins J.Language, power, and pedagogy: Bilingual children in the crossfire. Tonawanda, NY: Multilingual Matters; 2000:
39. Cummins J.Framing languages and literacies. Hawkins M. R., ed. New York, NY: Routledge; 2013:10-23.
40. Deville C.,Chalhoub-Deville M.Accountability-assessment under No Child Left Behind: Agenda, practice, and future.Language Testing. 2011;28:307-321
41. Duran R. P.Assessing English language learners’ achievement.Review of Research in Education. 2008;32:292-327
42. Echevarría J.,Short D.,Powers K.School reform and standards-based education: A model for English-language learners.Journal of Educational Research. 2006;99:195-211
43. Edelsky C.With literacy and justice for all: Rethinking the social in language and education. London, England: Falmer Press; 1990:
44. Elliott S. N.,Kratochwill T. R.,Schulte A. G.The assessment accommodation checklist: Who, what, where, when, why, and how?.Teaching Exceptional Children. 1998;31 (2): 10-14
45. Forster M.A policy maker’s guide to systemwide assessment programs. Camberwell, Victoria, Australia: ACER Press; 2001:
46. Francis D. J.,Rivera M. O.English language proficiency assessment in the nation: Current status and future practice. Davis: University of California, Davis, School of Education; 2007:13-32.
47. Gándara P.,Moran R.,García E.Legacy of Brown: Lau and language policy in the United States.Review of Research in Education. 2004;28 (1): 27-46
48. Gándara P.,Rumberger R.,Maxwell-Jolly J.,Callahan R.English learners in California schools: Unequal resources, unequal outcomes.Education Policy Analysis Archives. 2003;11 (36): 1-54
49. García G. E.,Pearson P. D.Chapter 8: Assessment and diversity.Review of Research in Education. 1994;20:337-391
50. Gardner D. P.A nation at risk: The imperative for educational reform. Washington, DC: National Commission on Excellence in Education; 1983:
51. Gee J. P.Social linguistics and literacies: Ideology in discourses. London, England: Falmer Press; 1990:
52. Gee J. P.Teaching science to English language learners: Building on students’ strengths. Rosebery A. S.Warren B., ed. Arlington, VA: National Science Teachers Association; 2008:57-70.
53. Gibbons P.Mediating language learning: Teacher interactions with ESL students in a content-based classroom.TESOL Quarterly. 2003;37:247-273
54. GottliebM.KenyonD. M. (2006). The Bridge Study between tests of English language proficiency and ACCESS for ELLs®. Part I: Background and overview (WIDA Consortium Technical Report No. 2). Retrieved from http://www.wida.us/assessment/ACCESS/TechReports/
55. Gottlieb M.,Nguyen D.Assessment and accountability in language education programs. Philadelphia, PA: Caslon; 2007:
56. Gutiérrez K. D.Unpackaging academic discourse.Discourse Processes. 1995;19:21-37
57. Hakuta K.Educating language minority students and affirming their equal rights: Research and practical perspectives.Educational Researcher. 2011;40:163-174
58. Hakuta K.,Butler Y. G.,Witt D.How long does it take English learners to attain proficiency. Berkeley: University of California Linguistic Minority Research Institute; 2000:
59. Halliday M. A. K.Language as social semiotic. Baltimore, MD: University Park Press; 1978:
60. Halliday M. A. K.,Martin J. R.Writing science: Literacy and discursive power. Pittsburgh, PA: University of Pittsburgh Press; 1993:
61. Halperin S.ESEA ten years later.Educational Researcher. 1975;4 (8): 5-9
62. Harper C. A.,Jong E. J.,Platt E. J.Marginalizing English as a second language teacher expertise: The exclusionary consequence of No Child Left Behind.Language Policy. 2008;7:267-284
63. Heath S. B.Ways with words: Language, life and work in communities and classrooms. New York, NY: Cambridge University Press; 1983:
64. Heritage M.Formative assessment and next-generation assessment systems: Are we losing an opportunity?. Washington, DC: Council of Chief State School Officers; 2010:
65. HermanJ. (2013). Formative assessment for Next Generation Science Standards: A proposed model. Washington, DC: K-12 Center. Retrieved from http://www.k12center.org/rsc/pdf/herman.pdf
66. Herman J.,Linn R.New assessments, new rigor.Educational Leadership. 2014;71 (6): 34-37
67. Hopkins M.,Thompson K. D.,Linquanti R.,Hakuta K.,August D.Fully accounting for English learner performance: A key issue in ESEA reauthorization.Educational Researcher. 2013;42:101-108
68. JiménezL. (1992). Raising the achievement level of English language learners through SDAIE. Upper Saddle River, NJ: Pearson Education. Retrieved from http://www.foshaylc.org/ourpages/auto/2011/4/4/42519949/Raising%20the%20Achievement%20SDAIE.pdf
69. Kaufman P.Characteristics of at-risk students in NELS: 88. Contractor report. Washington, DC: National Center for Education Statistics; 1992:
70. Kieffer M. J.,Lesaux N. K.,Rivera M.,Francis D. J.Accommodations for English language learners taking large-scale assessments: A meta-analysis on effectiveness and validity.Review of Educational Research. 2009;79:1168-1201
71. Koenig J. A.,Bachman L. F.Keeping score for all: The effects of inclusion and accommodation policies on large-scale educational assessment: Executive summary. Washington, DC: National Academies Press; 2004:
72. Kopriva R. J.,Emick J. E.,Hipolito-Delgado C. P.,Cameron C. A.Measuring students’ level of English proficiency: Educational significance and assessment requirements.Educational Measurement: Issues and Practice. 2007;26 (3): 11-20
73. Lacelle-Peterson M. W.,Rivera C.Is it real for all kids? A framework for equitable assessment policies for English language learners.Harvard Educational Review. 1994;64:55-76
74. Lemke J.Talking science: Language, learning, and values. Norwood, NJ: Ablex; 1990:
75. Linn R. L.,Baker E. L.,Betebenner D. W.Accountability systems: Implications of requirements of the No Child Left Behind Act of 2001.Educational Researcher. 2002;31 (6): 3-16
76. Linquanti R.The road ahead for state assessments. Plank D.Norton J., ed. Palo Alto: Policy Analysis for California Education; 2011:13-25.
77. Linquanti R.,Cook H. G.Toward a “common definition of English learner”: A brief defining policy and technical issues and opportunities for state assessment consortia. Washington, DC: Council of Chief State School Officers; 2013:
78. Linquanti R.,George C.English language proficiency assessment in the nation: Current status and future practice. Abedi J., ed. Davis: University of California, Davis, School of Education; 2007:105-118.
79. Linquanti R.,Hakuta K.How next-generation standards and assessments can foster success for California’s English learners. Palo Alto: Policy Analysis for California Education; 2012:
80. Liu K. K.,Anderson M.Universal design considerations for improving student achievement on English language proficiency tests.Assessment for Effective Intervention. 2008;33:167-176
81. Mahon E. A.High-stakes testing and English language learners: Questions of validity.Bilingual Research Journal. 2006;30:479-497
82. Menken K.English learners left behind: Standardized testing as language policy. Tonawanda, NY: Multilingual Matters; 2008:
83. Menken K.NCLB and English language learners: Challenges and consequences.Theory Into Practice. 2010;49:121-128
84. Messick S.Educational measurement. (1989). Validity. In LinnR. L. (Ed.), Educational measurement (3rd ed., pp. 13–103). New York, NY: Macmillan.Linn R. L., ed. New York, NY: Macmillan; 1989:13-103.
85. Mislevy R. J.,Haertel G. D.Implications of evidence-centered design for educational testing.Educational Measurement: Issues and Practice. 2006;25 (4): 6-20
86. Mislevy R. J.,Riconscente M.Handbook of test development. Downing S. M.Haladyna T. M., ed. Mahwah, NJ: Lawrence Erlbaum; 2006:61-90.
87. Mislevy R. J.,Steinberg L. S.,Almond R. G.On the roles of task model variables in assessment design. Los Angeles, CA: CRESST; 1999:
88. Mislevy R. J.,Steinberg L. S.,Almond R. G.Design and analysis in task-based language assessment.Language Testing. 2002;19:477-496
89. Mislevy R. J.,Yin C.The Routledge handbook of language testing. Fulcher G.Davidson F., ed. New York, NY: Routledge; 2012:208-222.
90. Mohan B. A.Language and content. Boston, MA: Addison-Wesley; 1986:
91. MoschkovichJ. (2012, January). Mathematics, the Common Core, and language: Recommendations for mathematics instruction for ELLs aligned with the Common Core. Paper presented at the Understanding Language Conference, Stanford University, Stanford, CA. Retrieved from http://ell.stanford.edu/publication/mathematics-common-core-and-language
92. Assessment, equity, and opportunity to learn. Moss P. A.Pullin D. C.Gee J. P.Haertel E. H.Young L. J., ed. New York, NY: Cambridge University Press; 2008:
93. Nelson S. W.,McGhee M. W.,Meno L. R.,Slater C. L.Fulfilling the promise of educational accountability.Phi Delta Kappan. 2007;88:702-709
94. O’Halloran K. L.Multimodal discourse analysis: Systemic functional perspectives. London, England: Continuum; 2004:
95. Parker C. E.,Louie J.,O’Dwyer L.New measures of English language proficiency and their relationship to performance on large-scale content assessments. Washington, DC: Institute of Education Sciences; 2009:
96. Perie M.,Marion S.,Gong B.Moving toward a comprehensive assessment system: A framework for considering interim assessments.Educational Measurement: Issues and Practice. 2009;28 (3): 5-13
97. QuinnH.LeeO.ValdésG. (2012, January). Language demands and opportunities in relation to Next Generation Science Standards for English language learners: What teachers need to know. Paper presented at the Understanding Language Conference, Stanford University, CA. Retrieved from http://ell.stanford.edu/publication/language-demands-and-opportunities-relation-next-generation-science-standards-ells
98. Riddle W.Education for the disadvantaged: ESEA Title 1 reauthorization issues. Washington, DC: Library of Congress; 2002:
99. Riley R. W.Improving America’s Schools Act and elementary and secondary education reform.Journal of Law & Education. 1995;24:513-566
100. Language proficiency and academic achievement. Rivera C., ed. Tonawanda, NY: Multilingual Matters; 1984:
101. RiveraC.AcostaB. D.WillnerL. S. (2008). Guide for refining state assessment policies for accommodating English language learners. Washington, DC: George Washington University Center for Equity and Excellence in Education. Retrieved from http://eric.ed.gov/?id=ED539746
102. Rivera C.,Collum E.An analysis of state assessment policies addressing the accommodation of English language learners. Washington, DC: National Assessment Governing Board; 2006:
103. Rivera C.,Collum E.,Willner L. S.,Sia J. K.A national review of state assessment policy and practice for English language learners. Rivera C.Collum E., ed. Mahwah, NJ: Lawrence Erlbaum; 2006:1-173.
104. Romaine S.Bilingualism. Oxon, England: Blackwell; 1989:
105. Rymes B. R.Sociolinguistics and language education. Hornberger N.McKay S., ed. Tonawanda, NY: Multilingual Matters; 2010:528-548.
106. Salomone R. C.Equality of opportunity: Educating English learners: Reconciling bilingualism and accountability.Harvard Law & Policy Review. 2012;6:115-459
107. Santos M.,Darling-Hammond L.,Cheuk T.Teacher development appropriate to support English language learners. Stanford, CA: Stanford University Press; 2012:
108. Scarcella R.Academic English: A conceptual framework. Irvine: University of California Linguistic Minority Research Institute; 2003b:
109. Schleppegrell M.Linguistic features of the language of schooling.Linguistics and Education. 2001;12:431-459
110. Schleppegrell M.The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum; 2004:
111. Schleppegrell M.The linguistic challenges of mathematics teaching and learning: A research review.Reading & Writing Quarterly. 2007;23:139-159
112. Shaul M. S.,Ganson H. C.The No Child Left Behind Act of 2001: The federal government’s role in strengthening accountability for student performance.Review of Research in Education. 2005;29:151-165
113. Snow C. E.,Uccelli P.The Cambridge handbook of literacy. Olson D. R.Torrance N., ed. New York, NY: Cambridge University Press; 2009:112-133.
114. Solano-Flores G.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. 2008;37:189-199
115. Solano-Flores G.,Trumbull E.Examining language in context: The need for new research and practice paradigms in the testing of English-language learners.Educational Researcher. 2003;32 (2): 3-13
116. Sólorzano R. W.High stakes testing: Issues, implications, and remedies for English language learners.Review of Educational Research. 2008;78:260-329
117. SpalterA. N. (2011). Data-based decision making and team leadership for English language learners (Unpublished doctoral dissertation). University of Wisconsin-Madison.
118. Tanenbaum C.,Boyle A.,Soga K.,Le Floch K. C.,Golden L.,Petroccia M.,.. O’Day J.National evaluation of Title III implementation: Report on state and local implementation. Washington, DC: American Institutes for Research; 2012:
119. Thompson S. J.,Morse A. B.,Sharpe M.,Hall S.Accommodations manual: How to select, administer and evaluate use of accommodations and assessment for students with disabilities. Washington, DC: Council of Chief State School Officers; 2005:
120. Thompson S.,Johnston C. J.,Thurlow M. L.Universal design applied to large scale assessments. Minneapolis: University of Minnesota, National Center on Educational Outcomes; 2002:
121. Toulmin S.The uses of argument. New York, NY: Cambridge University Press; 1958:
122. Troike R.Language proficiency and academic achievement. Rivera C., ed. Avon, England: Multilingual Matters; 1984:44-54.
123. Unsworth L.Developing critical understanding of the specialised language of school science and history texts: A functional grammatical perspective.Journal of Adolescent & Adult Literacy. 1999;42:508-521
124. Valdés G.Between support and marginalisation: The development of academic language in linguistic minority children.International Journal of Bilingual Education and Bilingualism. 2004;7:102-132
125. Valenzuela A.,Prieto L.,Hamilton M. P.Introduction to the special issue: No Child Left Behind (NCLB) and minority youth: What the qualitative evidence suggests.Anthropology & Education Quarterly. 2007;38 (1): 1-8
126. Veel R.Pedagogy and the shaping of consciousness: Linguistic and social processes. Christie F., ed. London, England: Cassell; 1999:185-216.
127. VincentC.HafnerA.LaCelle-PetersonM. (1997). Statewide assessment programs: Policies and practices for the inclusion of limited English proficient students. Practical Assessment, Research & Evaluation, 5(13). Retrieved from http://pareonline.net/getvn.asp?v=5&n=13
128. WalquiA.HeritageM. (2012, January). Instruction for diverse groups of English language learners. Paper presented at the Understanding Language Conference, Stanford University, Stanford, CA. Retrieved from http://ell.stanford.edu/sites/default/files/pdf/academic-papers/09-Walqui%20Heritage%20Instruction%20for%20Diverse%20Groups%20FINAL_0.pdf
129. English language proficiency standards, 2004 Edition, kindergarten through grade 12. Madison, WI: Author; 2004:
130. English language proficiency standards and resource guide, 2007 Edition, kindergarten through grade 12. Madison, WI: Author; 2007:
131. 2012 Amplification of the English language development standards and resource guide, kindergarten-grade 12. Madison, WI: Author; 2012:
132. Wiese A. M.,García E. E.The Bilingual Education Act: Language minority students and equal educational opportunity.Bilingual Research Journal. 1998;22:1-18
133. Wiley T. G.Literacy and language diversity in the United States. (2005). Literacy and language diversity in the United States (2nd ed.). Washington, DC: Center for Applied Linguistics.Washington, DC: Center for Applied Linguistics; 2005:
134. Wolf M. K.,Kao J. C.,Herman J.,Bachman L. F.,Bailey A. L.,Bachman P. L.,.. Chang S. M.Los Angeles, CA: CRESST; 2008:
135. Wright B. D.,Stone M. H.Best test design. Chicago, IL: MESA Press; 1979: