264 pages | 33 B/W Illus.
Assessing English Language Proficiency in U.S. K-12 Schools offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments used in U.S. K-12 school settings. The chapters in this book address a variety of key issues involved in the development and use of those assessments: defining an ELP construct driven by new academic and ELP standards, using technology for K-12 ELP assessments, addressing the needs of various English learner (EL) students taking the assessments, connecting assessment with teaching and learning, and substantiating validity claims. Each chapter also contains suggestions for future research that will contribute to the next generation of K-12 ELP assessments and improve policies and practices in the use of the assessments. This book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K-12 EL students.
"The requirement for the valid and reliable assessment of English language proficiency has grown remarkably since the need initially arose as a consequence of the Civil Rights Act and the U.S. Supreme Court ruling in Lau v. Nichols in 1974. As the English Learner population increased and the nature of Federal assistance to these students evolved, the linguistic theories and the technologies involved also advanced. This book captures the state of the art, telling an important story about how assessment development responds to policies, practices and theories to serve the needs of educators and students. It is a critical resource for graduate students, researchers, test developers and educational leaders."
Kenji Hakuta,Stanford University, USA.
"This timely volume expertly tackles the complexity involved in the development, validation, and use of large-scale, standards-based assessments of English proficiency in K-12 education. By addressing research on key assessment development considerations while attending to the diversity of the test taker population and the historical and policy context in which these assessments take place, the authors in this volume offer new insights that will certainly stimulate further discussion and inquiry. Those interested in the assessment of English language proficiency, whether in the U.S. or in other countries, will find this book to be an invaluable resource."
Lorena Llosa, New York University, USA.
1. Assessing K-12 English Learners’ English Language Proficiency – Mikyung Kim Wolf
Section I. Contexts and Fundamental Considerations in the Development of K-12 ELP Assessments
2. Standards-based K-12 English Language Proficiency Assessments in the USA: Current Policies and Practice – Robert Linquanti
3. Defining the Construct of English Language Proficiency in the Current College and Career Ready Standards Era – Alison Bailey & Mikyung Kim Wolf
4. A Critical Review of Current K-12 English Language Proficiency Assessment Tasks: Challenges and Opportunities - Ian Blood, Mikyung Kim Wolf, Chris Hamill & Heidi Banerjee
5. Validation Issues to Consider During the Development of K-12 English Language Proficiency Assessments – Mikyung Kim Wolf
Section II. Empirical Research and Practical Considerations for the Development of K-12 ELP Assessments
6. Collaborating with Educators for the Development of English Language Proficiency Assessments – Maurice Hauck & David Anderson
7. Examining Students’ Test-Taking Processes in a Computer-Based English Language Proficiency Assessment – Mikyung Kim Wolf, Danielle Guzman-Orth & Jennifer Wain
8. Generating Score Reports: Issues to Consider – Henry Yoo, Joyce Wang & California Department of Education member
9. Establishing the English-Proficient Standard for English Language Proficiency Assessment Uses – Patricia Baron & California Department of Education member
10. Accessibility Considerations in English language Proficiency Assessments – Danielle Guzman-Orth, Lorraine Sova & Alyssa Bateaux
Section III. Future Considerations in the Development of K-12 ELP Assessments
11. Using Automated Scoring in English Language Proficiency Assessments – Keelan Evanini, Yoko Futagi & Maurice Hauck
12. Connecting Large-Scale English Language Proficiency Assessments to Classroom Practice – Alexis Lopez & Emilie Pooler
13. Future Directions for Research and Development on K-12 English Language Proficiency Assessments – Micheline Chalhoub-Deville
Series Editors: John Norris, James E. Purpura, Steven John Ross, and Xiaoming Xi
The goal of the Innovations in Language Learning and Assessment at ETS series is to publish books that document the development and validation of language assessments and that explore broader innovations related to language teaching and learning. Compiled by leading researchers, then reviewed by the series editorial board, volumes in the series provide cutting-edge research and development related to language learning and assessment in a format that is easily accessible to language teachers and applied linguists as well as testing professionals and measurement specialists.