Bilingual Accommodations for Limited English Proficient Students on Statewide Reading Tests: Phase 1. State Assessment Series, Minnesota Report 20.

Autor/inn/en	Liu, Kristin K.; Anderson, Michael E.; Swierzbin, Bonnie; Thurlow, Martha L.
Institution	Minnesota State Dept. of Children, Families, and Learning, St. Paul.
Titel	Bilingual Accommodations for Limited English Proficient Students on Statewide Reading Tests: Phase 1. State Assessment Series, Minnesota Report 20.
Quelle	(1999), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Bilingual Students; Educational Assessment; Language Minorities; Limited English Speaking; Middle Schools; Multilingual Materials; Reading Achievement; Reading Comprehension; Spanish Speaking; State Programs; Translation; Minnesota + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Sprachminderheit; Middle school; Mittelschule; Mittelstufenschule; Multilingualism; Materials; Mehrsprachiges Wörterbuch; Leseleistung; Leseverstehen; Regierungsprogramm
Abstract	This report shares the initial Phase 1 results from a quantitative and qualitative study examining the feasibility and desirability of offering Minnesota students with limited English proficiency (LEP) a reading test with bilingual test items and answer choices. In considering the use of a native language translation accommodation to the Minnesota Basic Standards reading test questions, the following factors were considered: translation use issues, idiomatic English, first language literacy, social factors (appearing different from their peers and the effect of passing at a modified level), and translation issues. Phase 1 of the study investigated whether the translations and the format of the test were comprehensible to nine seventh-grade students in ESL/bilingual classes and how students used the translated test items. Results indicate that only one of the students scored above the passing rate of 75 percent correct on any of the five reading passages. None of the students reported having problems understanding the structure of the test or the type of Spanish used in the translation. Six of the students reported preferring the bilingual version of the test for at least one of the two passages they completed. Appendices include the assessment instrument. (Contains 21 references.) (CR)
Anmerkungen	National Center on Educational Outcomes, University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($8). Tel: 612-626-1530; Fax: 612-624-0879; Web site: http://www.coled.umn.edu/NCEO.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC