Assessing English Language Proficiency in U.S. K–12 Schools

Description

Assessing English Language Proficiency in U.S. K–12 Schools offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments used in U.S. K–12 school settings. The chapters in this book address a variety of key issues involved in the development and use of those assessments: defining an ELP construct driven by new academic content and ELP standards, using technology for K–12 ELP assessments, addressing the needs of various English learner (EL) students taking the assessments, connecting assessment with teaching and learning, and substantiating validity claims. Each chapter also contains suggestions for future research that will contribute to the next generation of K–12 ELP assessments and improve policies and practices in the use of the assessments. This book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K–12 EL students. Cover Half Title Series Page Title Page Copyright Page Table of Contents Series Editors’ Foreword Acknowledgments Contributors Illustrations Acronyms Introduction 1 Introduction: Assessing K–12 English Learners’ English Language Proficiency SECTION I: Contexts and Fundamental Considerations in the Development of K–12 ELP Assessments 2. Standards-Based K–12 English Language Proficiency Assessments in the United States: Current Policies and Practices 3. The Construct of English Language Proficiency in Consideration of College and Career Readiness Standards 4. Innovations and Challenges in K–12 English Language Proficiency Assessment Tasks 5. A Review of Validity Evidence on K–12 English Language Proficiency Assessment: Current State and Future Direction SECTION II: Empirical Research and Practical Considerations on the Development of K–12 ELP Assessments 6. Collaborating with Educators on the Development of English Language Proficiency Assessments 7. Examining Students’ Response Processes in a Computer-Based English Language Proficiency Assessment 8. Generating Score Reports: Psychometric Issues to Consider 9. Validating Threshold Scores for English Language Proficiency Assessment Uses 10. Accessibility Considerations for English Learners with Disabilities in English Language Proficiency Assessments SECTION III: Some Future Considerations in K–12 ELP Assessment 11. Using Automated Scoring in K–12 English Language Proficiency Assessments 12. Teachers’ Perspectives on the Use of Summative English Language Proficiency Assessments for Instructional Purposes 13. Toward a Model of Validity in Accountability Testing Subject Index