State Assessment Policy and Practice for English Language Learners presents three significant studies, each examining a different aspect of states' strategies for including English language learners in state assessments.
*an Analysis of State Assessment Policies Regarding Accommodations for English Language Learners;
*a Survey and Description of Test Translation Practices; and
*an Examination of State Practices for Reporting Participation and Performance of English Language Learners in State Assessments.
With the rise in population of English language learners and the subsequent stepped-up legislative focus on this student population over the past decade, states have been challenged to include English language learners in state assessment programs. Until now, the little data available on states' policies and practices for meeting this challenge has been embedded in various reports and professional journals and scattered across the Internet. This volume offers, for the first time, a focused examination of states' assessment policies and practices regarding English language learners. The three studies were supported by OELA, the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students.
State Assessment Policy and Practice for English Language Learners is of interest to researchers and professionals involved with the assessment of English language learners; state- and district-level policy makers; and academics, teacher educators, and graduate students in a number of fields, including educational and psychological assessment, testing and measurement, bilingual education, English as a second language, and second language acquisition.
Table of Contents
Contents: Preface. C. Rivera, E. Collum, Introduction: Including and Accounting for English Language Learners in State Assessment Systems. C. Rivera, E. Collum, L.S. Willner, J.K. Sia, Jr., Study 1: An Analysis of State Assessment Policies Regarding Accommodation of English Language Learners. C.W. Stansfield, M. Bowles, Study 2: Test Translation and State Assessment Policies for English Language Learners. M.L. Thurlow, D. Albus, K.K. Liu, C. Rivera, Study 3: State Practices for Reporting Participation and Performance of English Language Learners in State Assessments. C. Rivera, E. Collum, Conclusion.
"Comprehensive in conception, rich in detail, and written by foremost authorities in the field, 'State Assessment Policy and Practice for English Language Learners' promises to be widely and profitably used by those responsible for the quality of the education offered in our public schools as well as by researchers in the field."
"...compiles in one neat volume a great deal of information of interest to state education agencies, universities, testing companies, among others....The new [accommodations] taxonomy presented is unique and will be very valuable....All in all, an absolutely super job. One-stop shopping for all your ELL assessment, accountability, and accommodation needs!"
WIDA Consortium Director, WCER, Wisconsin Center for Education Research