Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam

Autor/in	Beltran, Jorge
Titel	Ignoring Disadvantaged Students: Caveats of the ELA Regents Exam
Quelle	In: Working Papers in TESOL & Applied Linguistics, 16 (2016) 1, S.38-45 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1936-7384
Schlagwörter	Stellungnahme; Language Arts; Graduation Rate; English Language Learners; Test Validity; Scores; Immigrants; Achievement Gap; Elementary Secondary Education; Standardized Tests; New York; New York State Regents Examinations + Suchen Sie Ihr Suchwort? Sprachkultur; Testvalidität; Immigrant; Immigrantin; Immigranten; Standadised tests; Standardisierter Test
Abstract	The Comprehensive English Regents Exam, also referred to as the English Language Arts (ELA) Examination, is a widely used measure of student achievement in the K-12 system in New York, yet it is not without criticism. One concern is that the ELA Regents Exam may be contributing to the widening of the gap in graduation rates between English language learners (ELLs) and English-proficient students (NYSED, 2014b). This suggests a threat to the validity of the inferences made based on test scores. When considering the features of test design and the characteristics of the test's diverse target population under an argument-based validity approach (Bachman, 2003, 2005; Kane, 1992, 2002), a mismatch between the intended consequences of test use and the actual effects on the involved stakeholders can be identified. The purpose of this commentary is to analyze possible threats to validity, with issues ranging from domain analysis and construct definition to test misuse from a language assessment perspective and to discuss the impact of the Regents Examination in ELA on newly-arrived ELLs. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcwebjournal@tc.columbia.edu; Web site: https://tesolal.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01