000			06760cam a2200373 i 4500
005			20221101224609.0
008			080610s2008 nyua b 001 0 eng d
010			_a 2007028806
011			_aBIB MATCHES WORLDCAT
020			_a0805860436 _qalk. paper
020			_a9780805860436 _qalk. paper
035			_a(ATU)b11340319
035			_a(OCoLC)157022764
040			_aDLC _beng _erda _cDLC _dBAKER _dBTCTA _dYDXCP _dC#P _dATU
050	0	0	_aPE1128.A2 _bK66 2008
082	0	0	_a428.0076 _222
100	1		_aKopriva, Rebecca J., _eauthor. _91067797
245	1	0	_aImproving testing for English language learners / _cRebecca J. Kopriva.
264		1	_aNew York : _bRoutledge, _c2008.
300			_axiv, 350 pages : _billustrations ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references (pages 319-344) and index.
505	0	0	_tPurpose and Overview -- _tChanging Demographics in a Testing Culture: Why This Issue Matters -- _tDemographics and School Policy -- _tDemographics Snapshot -- _tAn Educational Policy Snapshot -- _tELLs: A Heterogeneous Population -- _tCulture and Learning -- _tCulture and Assessment -- _tThe Educational Assessment of English Language Learners -- _tTests of English Language Proficiency -- _tLarge-scale Academic Achievement Assessments -- _tThe Past as Preparation: Measurement, Public Policy, and Implications for Access -- _tA Brief History of Large-scale Achievement Testing -- _tDevelopment of Measurement Theory Models -- _tReliability to Multidimensional Item Response Theory -- _tA Changing View of Test Validity -- _tFifty Years of Federal Policy Regarding Equity and the Use of Achievement Testing -- _tESEA: Full Inclusion, Disaggregated Reporting, and Beyond -- _tOther Federal Influences -- _tBuilding Assessments to be More Accessible for ELLs -- _tConceptual Underpinnings -- _tDeveloping Accessible Tests -- _tEstimating Levels of Access -- _tGetting Started: Issues of Participation, Alignment, and Validating Access with Test Specifications -- _tParticipation in Test Development -- _tExpert Participation in Test Development -- _tStudent Participation in Small Sample Pilots and Large Sample Field Tests -- _tTest Specifications and Content Validity -- _tComponents of Test Specifications -- _tDocumenting Content Validity for English Language Learners: The Access Specifications Package -- _tAlignment Considerations -- _tOverview -- _tAlignment and English Language Learners -- _tProviding the Foundation of Principled Test Construction: Maintaining the Integrity of the Item Targets -- _tOverview -- _tOverview of Access and Item Development -- _tThe Centrality of Item Targets: Clearly Defining Intended Knowledge and Skills -- _tDevelopment and Completion of Access-based Item Templates -- _tAccess-based Item Development -- _tContextual Factors -- _tCulturally broad experiences -- _tMaking Expectations Clear and Explicit -- _tPrior Learning Expectations -- _tStructural Factors -- _tSimple Language Structures -- _tVocabulary -- _tEffective Visuals -- _tItem Format -- _tText Amount -- _tTools -- _tImpact of Home Language -- _tA Note about Rubrics -- _tTools, Test Forms, and Reviews -- _tTools -- _tText Supports -- _tManipulatives -- _tContent-based Resources -- _tActivities -- _tForm Considerations -- _tChoosing Items -- _tPlain Language Forms -- _tComputer-based Testing -- _tL1 Form Considerations -- _tUsing Portfolios -- _tReviews -- _tInternal Reviews -- _tFairness Reviews -- _tPutting It All Together -- _tIn What Language Should English Language Learners Be Tested? -- _tDefining ELLs -- _tVariation Among ELLs -- _tPatterns of Language Proficiency -- _tAdditional Sources of Linguistic Differences -- _tLimitations of Official Definitions of "ELL" -- _tSection Summary -- _tClassifying ELLs -- _tSchooling Background -- _tDefining and Assessing Language Proficiency -- _tLiteracy and Academic Language as -- _tPart of Language Proficiency -- _tA Modern View of Language Proficiency: Communicative Competence -- _tLimitations of Mandated English Language Development Tests -- _tSection Summary -- _tTesting ELLs -- _tLimitations of Testing ELLs in English -- _tLimitations of Testing ELLs in L1 -- _tMajor Challenges in the Selection of Language for Testing ELLs -- _tSection Summary -- _tFuture Directions -- _tLocal Specificity of Testing Models -- _tOptimum Number of Items as Testing Accommodation -- _tOther Relevant Accommodations and Pretest Support -- _tPromising Administration Accommodations -- _tExtra Time -- _tSmall Group -- _tOral Administration -- _tLanguage Liaison -- _tPromising Response Accommodations -- _tWritten Home Language or Code-switching -- _tOral in English, the Home Language, or Code-switching -- _tDemonstrated or Modeled Response -- _tPretest Support -- _tClassroom Support -- _tFamily Assessment Night -- _tProper Assignment of Accommodations to Individual Students -- _tKey Assignment Considerations -- _tStudent Factors -- _tAccommodations -- _tCapacity -- _tDefining the Task -- _tPolicy-based Approaches -- _tResearch-based Approaches -- _tOperational and Prototypical Systems -- _tGuidance Models -- _tResearch-based Standardized Data Collection and Assignment Systems -- _tImplications -- _tScoring Considerations for English Language Learners -- _tIssues Which Impact Scoring -- _tLinguistic Considerations Influenced by the Home Language -- _tCultural Considerations -- _tLanguage Acquisition Issues -- _tAccess-based Scorer Training -- _tScoring Process Considerations -- _tSelected Technical Considerations -- _tDeveloping an Interpretable Research Agenda for Documenting Validity -- _tValidation Design Model -- _tResearch Design Considerations -- _tSelected Quantitative Approaches -- _tModeling Relationships of Variables: Selected Methods -- _tModeling Data from Continuous and Categorical Variables -- _tModeling Frequency Data from Categorical Variables -- _tComparison of Groups and Treatments: Selected Methods -- _tComparison of Test Score Level Data -- _tDifferential Item Functioning -- _tOther Methods for Analyzing Items -- _tComparison of Model Structures -- _tQualitative Approaches -- _tTryouts and Pilots -- _tCognitive Labs -- _tComparability Considerations -- _tDefining Comparability -- _tAnalyzing Construct Equivalence -- _tAnalyzing Score Equivalence.
588			_aMachine converted from AACR2 source record.
650		0	_aTest of English as a Foreign Language _xValidity _9706356
650		0	_aEnglish language _xStudy and teaching _xForeign speakers. _9354176
650		0	_aEnglish language _xAbility testing _9372239
907			_a.b11340319 _b11-07-17 _c27-10-15
942			_cB
945			_a428.0076 KOP _g1 _iA441724B _j0 _lcmain _o- _p$80.81 _q- _r- _s- _t0 _u1 _v0 _w0 _x0 _y.i12725031 _z29-10-15
998			_ab _ac _b06-04-16 _cm _da _feng _gnyu _h0
999			_c1184845 _d1184845