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Assessing English Language Proficiency in U.S. K–12 Schools





ISBN 9781138589407
Published July 16, 2020 by Routledge
290 Pages 33 B/W Illustrations

 
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Book Description

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 content 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.

Table of Contents

Series Editors’ Foreword

Acknowledgements

Contributors

Illustrations

Acronyms

 

Introduction

  

Chapter 1

Introduction: 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

  

Chapter 2

Standards-Based K-12 English Language Proficiency Assessments in the United States: Current Policies and Practices

 

Edynn Sato & Karen D. Thompson

  

Chapter 3

The Construct of English Language Proficiency in Consideration of College and Career Readiness Standards

 

Alison L. Bailey & Mikyung Kim Wolf

  

Chapter 4

Innovations and Challenges in K-12 English Language Proficiency Assessment Tasks

 

Ahyoung Alicia Kim, Mark Chapman, & Heidi Liu Banerjee

  

Chapter 5

A Review of Validity Evidence for K-12 English Language Proficiency Assessments: Current State and Future Direction

 

Timothy Farnsworth

  

Section II. Empirical Research and Practical Considerations on the Development of K-12 ELP Assessments

Chapter 6

Collaborating with Educators on the Development of English Language Proficiency Assessments

 

Maurice Cogan Hauck & Emilie Pooler

  

Chapter 7

Examining Students’ Response Processes in a Computer-Based English Language Proficiency Assessment

 

Mikyung Kim Wolf, Danielle Guzman-Orth, Cathryn Still, & Phoebe Winter

  

Chapter 8

Generating Score Reports: Psychometric Issues to Consider

 

Hanwook (Henry) Yoo, Joyce Wang, David P. Anderson, & Eric Zilbert

  

Chapter 9

Validating Threshold Scores for English Language Proficiency Assessment Uses

 

Patricia Baron, Robert Linquanti, & Min Huang

  

Chapter 10

Accessibility Considerations for English Learners with Disabilities in English Language Proficiency Assessments

 

Danielle Guzman Orth, Lorraine Sova, & Traci Albee

 

Section III. Some Future Considerations in K-12 ELP Assessment

Chapter 11

Using Automated Scoring in K-12 English Language Proficiency Assessments

 

Keelan Evanini, Yoko Futagi, & Maurice Cogan Hauck

  

Chapter 12

Teachers’ Perspectives on the Use of Summative English Language Proficiency Assessments for Instructional Purposes

 

Alexis A. Lopez & Georgia Earnest García

  

Chapter 13

Towards a Model of Validity in Accountability Testing

 

Micheline B. Chalhoub-Deville

 

Subject Index

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Editor(s)

Biography

Mikyung Kim Wolf is Senior Research Scientist at the Center for English Language Learning and Assessment Research at Educational Testing Service.

Reviews

"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.