A Review of the Literature on Students with Limited English Proficiency and Assessment. State Assessment Series: Minnesota, Report 11.

Autor/inn/en	Liu, Kristin; Thurlow, Martha; Erickson, Ronald; Spicuzza, Richard; Heinze, Kathryn
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.; National Center on Educational Outcomes, Minneapolis, MN.
Titel	A Review of the Literature on Students with Limited English Proficiency and Assessment. State Assessment Series: Minnesota, Report 11.
Quelle	(1997), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Standards; Accountability; Achievement Tests; Educational Assessment; Elementary Secondary Education; Evaluation Methods; Language Minorities; Limited English Speaking; Minimum Competency Testing; Outcomes of Education; Performance Factors; State Programs; Student Characteristics; Student Evaluation; Student Participation; Testing Accommodations; Testing Problems + Suchen Sie Ihr Suchwort? Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Sprachminderheit; Lernleistung; Schulerfolg; Leistungsindikator; Regierungsprogramm; Schulnote; Studentische Bewertung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	In order to encourage school districts to include students with Limited English Proficiency (LEP) in educational assessments, this report discusses issues involved in assessing students with LEP. Topics include: (1) the role of testing in education and the different types of tests mandated by educational reform legislation; (2) characteristics of students with LEP and relevant demographic data; (3) factors within the student, the student's environment, and the testing environment that can influence the test results; (4) modifications and adaptations that make assessments more appropriate for students with LEP; (5) research findings related to current assessment practices in states and school districts across the country; and (6) research findings from large-scale assessment at the national level. Findings from the literature review are highlighted, including the trend toward large-scale assessments, the important role of testing, the growing population of students with LEP, the lack of a standardized definition for LEP, the need for clear guidelines for testing of students with LEP, the need to consider certain factors when language minority students and students with LEP are tested, and the need for states to pool their knowledge about students with LEP and their assessment resources. (Contains 70 references.) (CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455; phone: 612-626-1530; fax: 612-624-0879; World Wide Web: http://www.coled.umn.edu/NCEO (document may be copied without charge, additional print copies, $15).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01