TY  - BOOK
AU  - Kopriva,Rebecca J.
TI  - Improving testing for English language learners
SN  - 0805860436
AV  - PE1128.A2 K66 2008
U1  - 428.0076 22
PY  - 2008///
CY  - New York
PB  - Routledge
KW  - Test of English as a Foreign Language
KW  - Validity
KW  - English language
KW  - Study and teaching
KW  - Foreign speakers
KW  - Ability testing
N1  - 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
ER  -