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Improving Testing For English Language Learners [Kõva köide]

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(University of Wisconsin, USA)
  • Formaat: Hardback, 354 pages, kõrgus x laius: 229x152 mm, kaal: 622 g, 16 Tables, black and white
  • Ilmumisaeg: 10-Mar-2008
  • Kirjastus: Routledge
  • ISBN-10: 0805860436
  • ISBN-13: 9780805860436
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Improving Testing For English Language LearnersSuurem pilt
  • Formaat: Hardback, 354 pages, kõrgus x laius: 229x152 mm, kaal: 622 g, 16 Tables, black and white
  • Ilmumisaeg: 10-Mar-2008
  • Kirjastus: Routledge
  • ISBN-10: 0805860436
  • ISBN-13: 9780805860436
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780805860436.html
Märksõnad:
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.

Arvustused

"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.[ Koprivas] 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)

Preface xi
1 Purpose and Overview
1
2 Changing Demographics in a Testing Culture: Why This Issue Matters
13
Demographics and School Policy
14
Demographics Snapshot
14
An Educational Policy Snapshot
17
ELLs: A Heterogeneous Population
19
Culture and Learning
20
Culture and Assessment
25
The Educational Assessment of English Language Learners
29
Tests of English Language Proficiency
30
Large-scale Academic Achievement Assessments
33
3 The Past as Preparation: Measurement, Public Policy, and Implications for Access
37
A Brief History of Large-scale Achievement Testing
37
Development of Measurement Theory Models
42
Reliability to Multidimensional Item Response Theory
42
A Changing View of Test Validity
45
Fifty Years of Federal Policy Regarding Equity and the Use of Achievement Testing
50
ESEA: Full Inclusion, Disaggregated Reporting, and Beyond
50
Other Federal Influences
53
Building Assessments to be More Accessible for ELLs
55
Conceptual Underpinnings
55
Developing Accessible Tests
59
Estimating Levels of Access
60
4 Getting Started: Issues of Participation, Alignment, and Validating Access with Test Specifications
65
Participation in Test Development
66
Expert Participation in Test Development
66
Student Participation in Small Sample Pilots and Large Sample Field Tests
67
Test Specifications and Content Validity
68
Components of Test Specifications
68
Documenting Content Validity for English Language Learners: The Access Specifications Package
70
Alignment Considerations
73
Overview
73
Alignment and English Language Learners
76
5 Providing the Foundation of Principled Test Construction: Maintaining the Integrity of the Item Targets
81
Overview
82
Overview of Access and Item Development
84
The Centrality of Item Targets: Clearly Defining Intended Knowledge and Skills
88
Development and Completion of Access-based Item Templates
90
6 Access-based Item Development
101
Contextual Factors
105
Culturally broad experiences
105
Making Expectations Clear and Explicit
108
Prior Learning Expectations
110
Structural Factors
113
Simple Language Structures
114
Vocabulary
118
Effective Visuals
121
Item Format
128
Text Amount
132
Tools
134
Impact of Home Language
135
A Note about Rubrics
136
7 Tools, Test Forms, and Reviews
141
Tools
141
Text Supports
143
Manipulatives
145
Content-based Resources
147
Activities
148
Form Considerations
149
Choosing Items
150
Plain Language Forms
152
Computer-based Testing
153
L1 Form Considerations
154
Using Portfolios
157
Reviews
160
Internal Reviews
160
Fairness Reviews
161
Putting It All Together
167
8 In What Language Should English Language Learners Be Tested?
169
Defining ELLs
171
Variation Among ELLs
171
Patterns of Language Proficiency
173
Additional Sources of Linguistic Differences
176
Limitations of Official Definitions of "ELL"
177
Section Summary
179
Classifying ELLs
180
Schooling Background
180
Defining and Assessing Language Proficiency
181
Literacy and Academic Language as Part of Language Proficiency
182
A Modern View of Language Proficiency: Communicative Competence
183
Limitations of Mandated English Language Development Tests
185
Section Summary
187
Testing ELLs
188
Limitations of Testing ELLs in English
189
Limitations of Testing ELLs in LI
191
Major Challenges in the Selection of Language for Testing ELLs
192
Section Summary
194
Future Directions
194
Local Specificity of Testing Models
195
Optimum Number of Items as Testing Accommodation
196
9 Other Relevant Accommodations and Pretest Support
201
Promising Administration Accommodations
203
Extra Time
203
Small Group
204
Oral Administration
205
Language Liaison
206
Promising Response Accommodations
208
Written Home Language or Code-switching
209
Oral in English, the Home Language, or Code-switching
209
Demonstrated or Modeled Response
210
Pretest Support
211
Classroom Support
212
Family Assessment Night
214
10 Proper Assignment of Accommodations to Individual Students 217
Key Assignment Considerations
218
Student Factors
219
Accommodations
225
Capacity
227
Defining the Task
228
Policy-based Approaches
229
Research-based Approaches
233
Operational and Prototypical Systems
240
Guidance Models
241
Research-based Standardized Data Collection and Assignment Systems
244
Implications
251
11 Scoring Considerations for English Language Learners 255
Issues Which Impact Scoring
256
Linguistic Considerations Influenced by the Home Language
257
Cultural Considerations
262
Language Acquisition Issues
268
Access-based Scorer Training
271
Scoring Process Considerations
274
12 Selected Technical Considerations 279
Developing an Interpretable Research Agenda for Documenting Validity
281
Validation Design Model
282
Research Design Considerations
286
Selected Quantitative Approaches
288
Modeling Relationships of Variables: Selected Methods
289
Modeling Data from Continuous and Categorical Variables
290
Modeling Frequency Data from Categorical Variables
295
Comparison of Groups and Treatments: Selected Methods
297
Comparison of Test Score Level Data
297
Differential Item Functioning
298
Other Methods for Analyzing Items
304
Comparison of Model Structures
305
Qualitative Approaches
306
Tryouts and Pilots
307
Cognitive Labs
308
Comparability Considerations
310
Defining Comparability
310
Analyzing Construct Equivalence
313
Analyzing Score Equivalence
316
References 319
Index 345
Rebecca J. Kopriva is a visiting researcher at the University of Wisconsin, and former testing director and consultant with states and USED. She has published more than 40 journal articles, chapters and books, and has presented widely on her work associated with testing for English language learners. Among her publications is Ensuring Accuracy in Testing for English Language Learners (2000).