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Classroom use of test accommodations: issues of access, equity, and conflation: Current Issues in Language Planning: Vol 15 , No 3 - Get Access

This paper examines the use of test accommodations for emergent bilingual students in both standardized tests and classroom assessments, based on a comparative ethnographic case study of two multilingual schools. The study analyzes how accommodations are used by administrators, teachers, and students as classroom practices, emphasizing that while accommodations can improve access to assessments, they may not always be equitable, especially when they equate bilingual students with students with disabilities. The paper suggests using classroom practices to inform policies and improve multilingual education and assessment.

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Mclean, Z. Y. (2009). History of Bilingual Assessment and its Impact on Best Practices Used Today. New York State Association for Bilingual Education Journal, 10, 1–8. 

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Mclean, Z. Y. (2009). History of Bilingual Assessment and its Impact on Best Practices Used Today. New York State Association for Bilingual Education Journal, 10, 1–8. 

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History of Bilingual Assessment and its Impact on Best Practices Used Today

The history of assessing bilingual students in the U.S. It reveals a long-standing tension between standardized testing and the educational needs of culturally and linguistically diverse (CLD) populations. These tests, like the Army Alpha and Beta assessments, disproportionately labeled immigrants and non-English speakers as intellectually inferior due to their language and cultural differences.

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Caesar, L. G., & Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines. Language, Speech, and Hearing Services in Schools, 38(3), 190–200. https://doi.org/10.1044/0161-1461(2007/020) 

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Caesar, L. G., & Kohler, P. D. (2007). The state of school-based bilingual assessment: Actual practice versus recommended guidelines. Language, Speech, and Hearing Services in Schools, 38(3), 190–200. https://doi.org/10.1044/0161-1461(2007/020) 

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The State of School-Based Bilingual Assessment: Actual Practice Versus Recommended Guidelines | Language, Speech, and Hearing Services in Schools

A study designed to investigate the frequency with which school-based speech-language pathologists (SLPs) used recommended practices when assessing the language skills of bilingual students. The study also investigated the frequency with which SLPs used formal, standardized tests versus informal, alternative procedures with this population.

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He, L., & Shi, L. (2008). ESL students’ perceptions and experiences of standardized English writing tests. Assessing Writing, 13(2), 130–149. https://doi.org/10.1016/j.asw.2008.08.001 

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He, L., & Shi, L. (2008). ESL students’ perceptions and experiences of standardized English writing tests. Assessing Writing, 13(2), 130–149. https://doi.org/10.1016/j.asw.2008.08.001 

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ESL students’ perceptions and experiences of standardized English writing tests - ScienceDirect

This study interviewed 16 international students (13 from Mainland China and 3 from Taiwan) at a Canadian university to explore their experiences with two standardized English writing tests: the TWE (Test of Written English) and the LPI (English Language Proficiency Index). While all participants passed TWE, many struggled with LPI, with some failing multiple times. The students attributed their success on TWE to memorization of writing samples, while they failed LPI due to a lack of skills in constructing original texts. Participants also reported concerns about culturally biased essay prompts in the LPI, raising questions about the test's validity.

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ANDERSON, M. E. (2001). Issues Related to ESL Students and Minnesota’s Basic Standards Tests:  A Synthesis of Research from Minnesota Assessment Project. MinneTESOLIWITESOL Journal, 18, 52–67. 

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ANDERSON, M. E. (2001). Issues Related to ESL Students and Minnesota’s Basic Standards Tests:  A Synthesis of Research from Minnesota Assessment Project. MinneTESOLIWITESOL Journal, 18, 52–67. 

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The Improving America's Schools Act (IASA) of 1994 led to the development of accountability systems in U.S. states, including Minnesota, requiring all students, including Limited English Proficient (LEP) students, to be included in standardized assessments in reading, math, and writing. Minnesota implemented the Minnesota Assessment Project to study the participation and performance of LEP students and students with disabilities, with particular focus on their inclusion in state-level assessments and the accommodations provided to help them succeed.

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Miller, Laura Ann, "THE EFFECTS OF EXTENDED TIME ON READING COMPREHENSION PERFORMANCE FOR ENGLISH AS A SECOND LANGUAGE COLLEGE STUDENTS: IS THERE A NEED FOR ACCOMMODATIONS?" (2014). Dissertations - 34-41

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Miller, Laura Ann, "THE EFFECTS OF EXTENDED TIME ON READING COMPREHENSION PERFORMANCE FOR ENGLISH AS A SECOND LANGUAGE COLLEGE STUDENTS: IS THERE A NEED FOR ACCOMMODATIONS?" (2014). Dissertations - 34-41

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THE EFFECTS OF EXTENDED TIME ON READING COMPREHENSION PERFORMANCE FOR ENGLISH AS A SECOND LANGUAGE COLLEGE STUDENTS: IS THERE A NEED FOR ACCOMMODATIONS?

Test accommodations are adjustments made to testing procedures or formats to ensure students with disabilities have equal access to exams. These accommodations include changes in presentation, response methods, test setting, and timing. Eligibility for these accommodations is typically based on laws for students with disabilities, but ESL students are often overlooked despite facing similar challenges. Concerns remain about the validity of these accommodations, particularly regarding whether they alter the skill being measured or give an unfair advantage. There is a need for more research on the use and validity of test accommodations for ESL students.

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Petterway, A. L. (2006). STATEWIDE STANDARDIZED   ASSESSMENTS AND THEIR IMPACT ON ESL STUDENTS. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 23, 1–4. 

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Petterway, A. L. (2006). STATEWIDE STANDARDIZED   ASSESSMENTS AND THEIR IMPACT ON ESL STUDENTS. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 23, 1–4. 

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STATEWIDE STANDARDIZED

This article highlights issue of standardized student assessments not accounting for socio-cultural, economic, and psychological factors, particularly in diverse communities like Houston. This imbalance causes flawed school rankings, as assessments don’t consider language barriers, resulting in schools with more English Language Learners (ELLs) being unfairly ranked lower. School performance evaluations should account for student demographics and develop fair, culturally neutral assessments to ensure accurate accountability.

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Farah, M. (2017). CHALLENGES OF ELLS WITH HIGH-STAKES STATE TESTS. Accountability Issues and High Stakes Standardized Assessment:  Practices, Challenges, and Impact for English Language Learner, 45–50. 

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Farah, M. (2017). CHALLENGES OF ELLS WITH HIGH-STAKES STATE TESTS. Accountability Issues and High Stakes Standardized Assessment:  Practices, Challenges, and Impact for English Language Learner, 45–50. 

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This excerpt discusses the challenges faced by English Language Learners (ELLs) in high-stakes state assessments, emphasizing the need for appropriate accommodations to ensure valid and equitable assessment outcomes.

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Abedi, J., Courtney, M., & Leon, S. (2003). Effectiveness and validity of accommodations for English language learners in large-scale assessments. Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles.

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Abedi, J., Courtney, M., & Leon, S. (2003). Effectiveness and validity of accommodations for English language learners in large-scale assessments. Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles.

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R608.pdf

Research shows that language proficiency significantly affects ELL students' performance on tests, leading to measurement errors and unfair evaluations. To address this, accommodations (like using dictionaries or simplifying language) have been implemented, but their effectiveness, validity, and feasibility vary. Some studies indicate that accommodations may sometimes widen the performance gap between ELL and non-ELL students rather than close it.

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Kopriva, R. (2000). Ensuring accuracy in testing for English language learners. Council of Chief State School Officers, One Massachusetts Avenue, NW, Suite 700, Washington, DC 20001-1431.

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Kopriva, R. (2000). Ensuring accuracy in testing for English language learners. Council of Chief State School Officers, One Massachusetts Avenue, NW, Suite 700, Washington, DC 20001-1431.

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ED454703.pdf

The passage highlights the significance of test specifications, which outline the content areas covered in assessments at each grade level, serving as a link between educational standards and test items. These specifications ensure alignment with local curriculum priorities, helping identify gaps in coverage and ensuring essential concepts are adequately represented. It's crucial to evaluate test accessibility, particularly for diverse populations like limited English proficiency (LEP) students, to confirm that assessments are valid for all learners.

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Moore, J. L., Li, T., & Lu, Y. (n.d.). Reliability of English Learners’ test scores. ACT Research & Policy. https://www.act.org/content/dam/act/unsecured/documents/R1754-el-score-reliability-2020-05.pdf 

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Moore, J. L., Li, T., & Lu, Y. (n.d.). Reliability of English Learners’ test scores. ACT Research & Policy. https://www.act.org/content/dam/act/unsecured/documents/R1754-el-score-reliability-2020-05.pdf 