MARC details
| 000 -LEADER |
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| fixed length control field |
06760cam a2200373 i 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221101224609.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
080610s2008 nyua b 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2007028806 |
| 011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
|---|
| Local cataloguing issues note |
BIB MATCHES WORLDCAT |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0805860436 |
| Qualifying information |
alk. paper |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780805860436 |
| Qualifying information |
alk. paper |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(ATU)b11340319 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)157022764 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
BAKER |
| -- |
BTCTA |
| -- |
YDXCP |
| -- |
C#P |
| -- |
ATU |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
PE1128.A2 |
| Item number |
K66 2008 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
428.0076 |
| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Kopriva, Rebecca J., |
| Relator term |
author. |
| 9 (RLIN) |
1067797 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Improving testing for English language learners / |
| Statement of responsibility, etc. |
Rebecca J. Kopriva. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
New York : |
| Name of producer, publisher, distributor, manufacturer |
Routledge, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2008. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xiv, 350 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
24 cm |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (pages 319-344) and index. |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Title |
Purpose and Overview -- |
| -- |
Changing Demographics in a Testing Culture: Why This Issue Matters -- |
| -- |
Demographics and School Policy -- |
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Demographics Snapshot -- |
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An Educational Policy Snapshot -- |
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ELLs: A Heterogeneous Population -- |
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Culture and Learning -- |
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Culture and Assessment -- |
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The Educational Assessment of English Language Learners -- |
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Tests of English Language Proficiency -- |
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Large-scale Academic Achievement Assessments -- |
| -- |
The Past as Preparation: Measurement, Public Policy, and Implications for Access -- |
| -- |
A Brief History of Large-scale Achievement Testing -- |
| -- |
Development of Measurement Theory Models -- |
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Reliability to Multidimensional Item Response Theory -- |
| -- |
A Changing View of Test Validity -- |
| -- |
Fifty Years of Federal Policy Regarding Equity and the Use of Achievement Testing -- |
| -- |
ESEA: Full Inclusion, Disaggregated Reporting, and Beyond -- |
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Other Federal Influences -- |
| -- |
Building Assessments to be More Accessible for ELLs -- |
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Conceptual Underpinnings -- |
| -- |
Developing Accessible Tests -- |
| -- |
Estimating Levels of Access -- |
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Getting Started: Issues of Participation, Alignment, and Validating Access with Test Specifications -- |
| -- |
Participation in Test Development -- |
| -- |
Expert Participation in Test Development -- |
| -- |
Student Participation in Small Sample Pilots and Large Sample Field Tests -- |
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Test Specifications and Content Validity -- |
| -- |
Components of Test Specifications -- |
| -- |
Documenting Content Validity for English Language Learners: The Access Specifications Package -- |
| -- |
Alignment Considerations -- |
| -- |
Overview -- |
| -- |
Alignment and English Language Learners -- |
| -- |
Providing the Foundation of Principled Test Construction: Maintaining the Integrity of the Item Targets -- |
| -- |
Overview -- |
| -- |
Overview of Access and Item Development -- |
| -- |
The Centrality of Item Targets: Clearly Defining Intended Knowledge and Skills -- |
| -- |
Development and Completion of Access-based Item Templates -- |
| -- |
Access-based Item Development -- |
| -- |
Contextual Factors -- |
| -- |
Culturally broad experiences -- |
| -- |
Making Expectations Clear and Explicit -- |
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Prior Learning Expectations -- |
| -- |
Structural Factors -- |
| -- |
Simple Language Structures -- |
| -- |
Vocabulary -- |
| -- |
Effective Visuals -- |
| -- |
Item Format -- |
| -- |
Text Amount -- |
| -- |
Tools -- |
| -- |
Impact of Home Language -- |
| -- |
A Note about Rubrics -- |
| -- |
Tools, Test Forms, and Reviews -- |
| -- |
Tools -- |
| -- |
Text Supports -- |
| -- |
Manipulatives -- |
| -- |
Content-based Resources -- |
| -- |
Activities -- |
| -- |
Form Considerations -- |
| -- |
Choosing Items -- |
| -- |
Plain Language Forms -- |
| -- |
Computer-based Testing -- |
| -- |
L1 Form Considerations -- |
| -- |
Using Portfolios -- |
| -- |
Reviews -- |
| -- |
Internal Reviews -- |
| -- |
Fairness Reviews -- |
| -- |
Putting It All Together -- |
| -- |
In What Language Should English Language Learners Be Tested? -- |
| -- |
Defining ELLs -- |
| -- |
Variation Among ELLs -- |
| -- |
Patterns of Language Proficiency -- |
| -- |
Additional Sources of Linguistic Differences -- |
| -- |
Limitations of Official Definitions of "ELL" -- |
| -- |
Section Summary -- |
| -- |
Classifying ELLs -- |
| -- |
Schooling Background -- |
| -- |
Defining and Assessing Language Proficiency -- |
| -- |
Literacy and Academic Language as -- |
| -- |
Part of Language Proficiency -- |
| -- |
A Modern View of Language Proficiency: Communicative Competence -- |
| -- |
Limitations of Mandated English Language Development Tests -- |
| -- |
Section Summary -- |
| -- |
Testing ELLs -- |
| -- |
Limitations of Testing ELLs in English -- |
| -- |
Limitations of Testing ELLs in L1 -- |
| -- |
Major Challenges in the Selection of Language for Testing ELLs -- |
| -- |
Section Summary -- |
| -- |
Future Directions -- |
| -- |
Local Specificity of Testing Models -- |
| -- |
Optimum Number of Items as Testing Accommodation -- |
| -- |
Other Relevant Accommodations and Pretest Support -- |
| -- |
Promising Administration Accommodations -- |
| -- |
Extra Time -- |
| -- |
Small Group -- |
| -- |
Oral Administration -- |
| -- |
Language Liaison -- |
| -- |
Promising Response Accommodations -- |
| -- |
Written Home Language or Code-switching -- |
| -- |
Oral in English, the Home Language, or Code-switching -- |
| -- |
Demonstrated or Modeled Response -- |
| -- |
Pretest Support -- |
| -- |
Classroom Support -- |
| -- |
Family Assessment Night -- |
| -- |
Proper Assignment of Accommodations to Individual Students -- |
| -- |
Key Assignment Considerations -- |
| -- |
Student Factors -- |
| -- |
Accommodations -- |
| -- |
Capacity -- |
| -- |
Defining the Task -- |
| -- |
Policy-based Approaches -- |
| -- |
Research-based Approaches -- |
| -- |
Operational and Prototypical Systems -- |
| -- |
Guidance Models -- |
| -- |
Research-based Standardized Data Collection and Assignment Systems -- |
| -- |
Implications -- |
| -- |
Scoring Considerations for English Language Learners -- |
| -- |
Issues Which Impact Scoring -- |
| -- |
Linguistic Considerations Influenced by the Home Language -- |
| -- |
Cultural Considerations -- |
| -- |
Language Acquisition Issues -- |
| -- |
Access-based Scorer Training -- |
| -- |
Scoring Process Considerations -- |
| -- |
Selected Technical Considerations -- |
| -- |
Developing an Interpretable Research Agenda for Documenting Validity -- |
| -- |
Validation Design Model -- |
| -- |
Research Design Considerations -- |
| -- |
Selected Quantitative Approaches -- |
| -- |
Modeling Relationships of Variables: Selected Methods -- |
| -- |
Modeling Data from Continuous and Categorical Variables -- |
| -- |
Modeling Frequency Data from Categorical Variables -- |
| -- |
Comparison of Groups and Treatments: Selected Methods -- |
| -- |
Comparison of Test Score Level Data -- |
| -- |
Differential Item Functioning -- |
| -- |
Other Methods for Analyzing Items -- |
| -- |
Comparison of Model Structures -- |
| -- |
Qualitative Approaches -- |
| -- |
Tryouts and Pilots -- |
| -- |
Cognitive Labs -- |
| -- |
Comparability Considerations -- |
| -- |
Defining Comparability -- |
| -- |
Analyzing Construct Equivalence -- |
| -- |
Analyzing Score Equivalence. |
| 588 ## - SOURCE OF DESCRIPTION NOTE |
|---|
| Source of description note |
Machine converted from AACR2 source record. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Test of English as a Foreign Language |
| General subdivision |
Validity |
| 9 (RLIN) |
706356 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 9 (RLIN) |
354176 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Ability testing |
| 9 (RLIN) |
372239 |
| 907 ## - LOCAL DATA ELEMENT G, LDG (RLIN) |
|---|
| a |
.b11340319 |
| b |
11-07-17 |
| c |
27-10-15 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Book |
| 945 ## - LOCAL PROCESSING INFORMATION (OCLC) |
|---|
| a |
428.0076 KOP |
| g |
1 |
| i |
A441724B |
| j |
0 |
| l |
cmain |
| o |
- |
| p |
$80.81 |
| q |
- |
| r |
- |
| s |
- |
| t |
0 |
| u |
1 |
| v |
0 |
| w |
0 |
| x |
0 |
| y |
.i12725031 |
| z |
29-10-15 |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
|---|
| -- |
b |
| -- |
c |
| Operator's initials, OID (RLIN) |
06-04-16 |
| Cataloger's initials, CIN (RLIN) |
m |
| First date, FD (RLIN) |
a |
| -- |
eng |
| -- |
nyu |
| -- |
0 |
