Large-Scale Assessment and English Language Learners with Disabilities

Autor/inn/en	Liu, Kristin K.; Ward, Jenna M.; Thurlow, Martha L.; Christensen, Laurene L.
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 kostenfreie Datei (2) Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01