More than any book to date, this one provides a comprehensive approach to designing, building, implementing and interpreting test results that validly measure the academic achievement of English language learners. It scaffolds the entire process of test development and implementation and discusses essential intervention points. The book provides the type of evidence-based guidance called for in federal mandates such as the NCLB legislation. Key features of this important new book include the following…
Comprehensive – This book recommends methods for properly including ELLs throughout the entire test development process, addressing all essential steps from planning, item writing and reviews to analyses and reporting.
Breadth and Depth of Coverage– Coverage includes discussion of the key issues, explanations and detailed instructions at each intervention point.
Research Focus – All chapters include an extensive review of current research.
Emerging Trends – The chapters summarize guidance appropriate for innovative computer-based assessments of the future as well as the paper-and-pencil tests of today.
This book is appropriate for anyone concerned with the development and implementation of fair and accurate testing programs for English language learners. This includes university based researchers, testing personel at the federal, state and local levels, teachers interested in better assessing their diverse student populations and those involved in the testing industry. It is also appropriate for instructors teaching undergraduate and graduate courses devoted to testing the full range of students in todays schools.
"This is an important text for those interested in second and foreign language testing and assessment, even though the title emphasizes "English Language Learners." There is much to garner here to improve language test items for all language learners.…[Kopriva’s] text encourages language professionals to participate in test and assessment development with insights, ideas (both procedural and empirical), and debate for the twenty-first century."-- Die Unterrichtspraxis/Teaching German, 42.2 (Fall 2009)