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Autor/inn/en | Liu, Kristin K.; Ward, Jenna M.; Thurlow, Martha L.; Christensen, Laurene L. |
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Titel | Large-Scale Assessment and English Language Learners with Disabilities |
Quelle | In: Educational Policy, 31 (2017) 5, S.551-583 (33 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0895-9048 |
DOI | 10.1177/0895904815613443 |
Schlagwörter | English Language Learners; Disabilities; Measurement; Student Evaluation; Achievement Tests; Evaluation Methods; Elementary Secondary Education; Special Education; Cooperative Planning; State Departments of Education; Specialists; Delphi Technique; English (Second Language); Questionnaires; California; Arizona; Maine; Michigan; Minnesota; Washington Handicap; Behinderung; Messverfahren; Schulnote; Studentische Bewertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Special needs education; Sonderpädagogik; Sonderschulwesen; Kultusministerium; Delphi-Methode; English as second language; English; Second Language; Englisch als Zweitsprache; Fragebogen; Kalifornien |
Abstract | This article highlights a set of principles and guidelines, developed by a diverse group of specialists in the field, for appropriately including English language learners (ELLs) with disabilities in large-scale assessments. ELLs with disabilities make up roughly 9% of the rapidly increasing ELL population nationwide. In spite of the small overall percentage of students that they represent, this group experiences significant learning and assessment challenges. In the context of successfully educating all students to high standards, it is important for state education agencies, policymakers, and local education agencies to improve achievement outcomes for these students. One of the first steps in improving test performance is to design and implement comprehensive and accessible assessment policies, and consequently assessments, that address the specific needs of ELLs with disabilities. Doing so will give them the chance to demonstrate the knowledge and skills they have, thus allowing the test results to more accurately show areas for school improvement. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |