Guidelines for Ensuring the Technical Quality of Assessments Affecting English Language Learners and Students with Disabilities: Development and Implementation of Regulations

Edynn Sato, Peter Worth, Carole Gallagher, Rachel Lagunoff, and Holly McKeag
Assessment and Accountability Comprehensive Center
September 2007

The Guidelines provide research-based information on key issues relevant to the technical quality of assessments for English language learners (ELLs) and students with disabilities (SWDs). This is an evolving document, and will be updated periodically to incorporate new information and research.

Table of Contents

• Overview and Background
• Accountability of Special Student Populations: English Language Learners and Students with Disabilities
• Public Law Title I and Title III
• Assessments for Special Student Populations: Technical Quality
• Test Accommodations
• Standard Setting
• Annual Measurable Achievement Objectives (AMAOs) for ELLs
• References

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The contents of this guide were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Please cite as: Sato, E., Rabinowitz, S., Worth, P., Gallagher, C., Lagunoff, R., & McKeag, H. (2007). Guidelines for Ensuring the Technical Quality of Assessments Affecting English Language Learners and Students with Disabilities: Development and Implementation of Regulations. (Assessment and Accountability Comprehensive Center report). San Francisco: WestEd.

© 2007 WestEd. All rights reserved.

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