Using Computer-Adaptive Assessments of Literacy to Monitor the Progress of English Learner Students. REL 2016-149

Autor/inn/en	Foorman, Barbara; Espinosa, Anabel; Wood, Carla; Wu, Yi-Chieh
Institution	Regional Educational Laboratory Southeast (ED); National Center for Education Evaluation and Regional Assistance (ED); Florida State University, Florida Center for Reading Research
Titel	Using Computer-Adaptive Assessments of Literacy to Monitor the Progress of English Learner Students. REL 2016-149
Quelle	(2016), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Computer Assisted Testing; Adaptive Testing; Literacy; English Language Learners; Elementary School Students; Grade 3; Grade 4; Grade 5; Progress Monitoring; Urban Schools; Elementary School Teachers; School Personnel; Educational Cooperation; Florida + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulpersonal; Education; cooperation; Kooperation
Abstract	A top education priority in the United States is to address the needs of one of the fastest growing yet lowest performing student populations--English learner students (Capps et al., 2005). English learner students come from homes where a non-English language is spoken and need additional academic support to access the mainstream curriculum. These students account for about 10 percent of the preK-12 student population in the United States (Aud et al., 2013). Spanish-speaking students account for 80 percent of the English learner student population in the United States and, because they live disproportionately in poverty and attend schools with higher percentages of racial/ethnic minority students, students from low-income households, and students with low achievement, Spanish-speaking students are at greater risk of low achievement than other English learner students (Capps et al., 2005). This study examined how teachers and school staff administered computer-adaptive assessments of literacy to English learner students in grades 3-5 and how they used the assessments to monitor students' growth in literacy skills. It presents findings that may aid districts in implementing a computer-adaptive assessment of literacy skills for English learner students as well as for other students. Appendix A presents Additional Tables and Figures. (ERIC).
Anmerkungen	Regional Educational Laboratory Southeast. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01