In this study we investigated the importance of language in student test performance on mathematics word problems. Students were given released items from the National Assessment of Educational Progress mathematics assessment, along with parallel items that were modified to reduce their linguistic complexity. In interviews, students typically preferred the revised items over the original counterparts. Paper-and-pencil tests containing original and revised items were administered to 1,174 8th grade students. Students who were English language learners (ELLs) scored lower on the math test than proficient speakers of English. There were also differences in math performance with respect to socioeconomic status (SES) but not gender. Linguistic modification of test items resulted in significant differences in math performance; scores on the linguistically modified version were slightly higher. Some student groups benefited more from the linguistic modification of items-in particular, students in low-level and a...

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The Language Factor in Mathematics Tests

There are major issues involved with the disaggregated No Child Left Behind (NCLB) Act in terms of its adequate yearly progress reporting for students with limited English proficiency (LEP). Inconsistent LEP classification, as well as the sparse population of LEP students in many states, threatens the validity of adequate yearly progress reporting. The LEP subgroup’s lack of stability also threatens accountability, since students attaining English proficiency move out of the subgroup. The linguistic complexity of assessment tools may lower LEP student performance in areas with greater language demand. Finally, schools with larger numbers of LEP students with lower baselines may require greater gains. Thus, NCLB’s mandates may unintentionally place undue pressure on schools with high numbers of LEP students. Continuing efforts to remedy these issues should bring more fair assessment and accountability

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The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues

Increased attention to large-scale assessments, the growing number of English language learners in schools, and recent inclusionary policies have collectively made assessment accommodations a hotly debated issue, especially regarding the validity of test results for English language learners. Decisions about which accommodations to use, for whom, and under what conditions, are based on limited empirical evidence for their effectiveness and validity. Given the potential consequences of test results, it is important that policy-makers and educators understand the empirical base underlying their use. This article reviews test accommodation strategies for English learners, derived from “scientifically based research.” The results caution against a one-size-fits-all approach. The more promising approaches include modified English and customized dictionaries, which can be used for all students, not just English language learners

Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students.

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Large-Scale Academic Achievement Testing of Deaf and Hard-of-Hearing Students: Past, Present, and Future

Test accommodations are often given to students with disabilities as one means of removing construct-irrelevant barriers to proper measurement of their knowledge, skills, and abilities. However, the practice is controversial. This article reviews numerous studies that focused on the effects of accommodations on test performance. Consistent conclusions were not found across studies because of the wide variety of accommodations, the various ways in which they were implemented, and the heterogeneity of students to whom they were given. But two consistent findings emerged: Extended time tended to improve the performance of all students, although students with disabilities tended to exhibit relatively greater score gains; and oral accommodations on math tests were associated with increased test performance for some students with disabilities.

https://www.jstor.org/stable/pdfplus/3516104.pdf

Test Accommodations for Students With Disabilities: An Analysis of the Interaction Hypothesis

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Evaluation.; National Center for Research on Evaluation, Standards, and Student Testing,

Assessment; *Large Scale Assessment; Reform

/pdf/analysis-construct-validity-constructed-response-grade-10-5475b27r9y.pdf

Analysis; *Construct Validity; Constructed Response; Grade 10; *High School Students; High Schools; Mathematics; Scores; *Selection; State Programs; Tables

/pdf/an-important-feature-of-recent-large-scale-performance-36f5jpltry.pdf

Cse Technical

Papers

Evaluation.; National Center for Research on Evaluation, Standards, and Student Testing,

Assessment; *Large Scale Assessment; Reform

Analysis; Construct Validity; Constructed Response; Grade 10; High School Students; High Schools; Mathematics; Scores; *Selection; State Programs; Tables

An important feature of recent large-scale performance