to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

Affirming Diversity: The Sociopolitical Context of Multicultural Education

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0272263100008329

Reviews of English Language Proficiency Tests . J. Charles Alderson, Karl J. Krahnke, and Charles W. Stansfield (Eds.). Washington, DC: Teachers of English to Speakers of Other Languages, 1987. Pp. iv + 88. $16.50.

Few classroom measures of English language proficiency have been evaluated for reliability and validity. Researchers have examined the concurrent and predictive validity of an oral language test, titled A Developmental English Language Proficiency Test (ADEPT), and the relationship to the California English Language Development Test (CELDT) in the receptive/listening and expressive/speaking domains. Four years of retroactive data representing 392 student records were obtained from a local urban school district in Los Angeles County with a significant proportion of English language learners. After preparing the data file for analysis, data was analyzed using the Statistical Package for the Social Sciences (SPSS) system. Cronbach’s alpha was used to analyze the internal consistency of ADEPT. Pearson r analysis was performed to examine concurrent validity and predictive validity. Findings indicated moderate to high correlation coefficients of internal consistency in the first three levels of ADEPT. Concurrent validity results varied depending on the school year. In the most recent school year, 2012–2013, positive moderate to strong correlations were found. This relationship was weaker in each previous year. Overall, correlations increased and remained positive as sample size increased but predictive validity was weak for all three sets of comparative years. These findings support the use of ADEPT as a multiple measure, as a monitoring tool and to inform instruction.

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Gina Chavez

Papers

Examining the Reliability and Validity of ADEPT and CELDT: Comparing Two Assessments of Oral Language Proficiency for English Language Learners