Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues

Autor/inn/en	Wolf, Mikyung Kim; Bailey, Alison L.; Ballard, Laura
Titel	Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 2, S.670-685 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wolf, Mikyung Kim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3199
Schlagwörter	Alignment (Education); Academic Standards; Standardized Tests; Language Tests; English; Language Proficiency; High Stakes Tests; English Language Learners; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Language test; Sprachtest; English language; Englisch; Language skill; Language skills; Sprachkompetenz
Abstract	Alignment between standards and assessments is a fundamental component of the larger effort to ensure appropriate and fair use of standards-based assessments and achievement of successful standards-based reform. This article focuses on conceptual and technical issues as well as potential strategies in evaluating alignment between large-scale, standardized English language proficiency assessments and English language proficiency standards in the U.S. K-12 education context, as these assessments are used in high-stakes decisions about English language learners. Areas for future research are also discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01