Improving testing for English language learners / Rebecca J. Kopriva.

Includes bibliographical references (pages 319-344) and index.

Purpose and Overview -- Changing Demographics in a Testing Culture: Why This Issue Matters -- Demographics and School Policy -- Demographics Snapshot -- An Educational Policy Snapshot -- ELLs: A Heterogeneous Population -- Culture and Learning -- Culture and Assessment -- The Educational Assessment of English Language Learners -- Tests of English Language Proficiency -- 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 -- 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 -- Other Federal Influences -- Building Assessments to be More Accessible for ELLs -- Conceptual Underpinnings -- Developing Accessible Tests -- Estimating Levels of Access -- 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 -- 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 -- 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.

Machine converted from AACR2 source record.