Issues in Assessing English Language Learners: English Language Proficiency Measures and Accommodation Uses

Author: Wolf, M. K., Kao, J., Griffin, N., Herman, J. L., Bachman, P. L., Chang, S. M., Farnsworth, T.
Publisher: National Center for Res on Eval Standards and Student Testing
Publication Date: 2008, January
Full text available online at: http://www.cse.ucla.edu/products/summary.asp?report=732

Abstract (written by WestEd)

This report, the second in the series “Issues in Assessing English Language Learners,” focuses on states’ current policies related to English language learners (ELLs) in three key areas: 1) ELL identification and redesignation; 2) English language proficiency (ELP) assessments, including validity information, and 3) accommodations in the assessment of content knowledge. In all three areas, the authors found considerable variation among states in policy, practice, and availability of information.

Every state and district utilizes a roughly similar flowchart to identify and redesignate ELL students: a home language survey, an English language proficiency (ELP) assessment, and an exit review. However, because states have different definitions of who is an ELL, a student who takes the home language survey in one state would not necessarily have to do so in another. Similarly, she or he might be considered English proficient in one state assessment but not in another.

The policies and practices in the use of ELP assessments exhibit some consistency across states. In accordance with No Child Left Behind (NCLB)mandates, most states have recently begun to implement newly developed ELP assessments. However, because the definition of academic English proficiency varies across states, the authors have a concern with validity and comparability of results.

All states have adopted the NCLB mandate to include ELL students in statewide assessments, although many states take advantage of the exemptions for students recently arrived in the United States. With regard to actual test administration, again the researchers found considerable diversity in determining accommodations. However, one consistent finding was that the most popular accommodation was students’ use of bilingual dictionaries, glossaries, and word lists, an accommodation which research has shown to be highly effective.

The report makes several recommendations. First, states should define clearly which students are ELL and provide one policy for redesignating them. Second, states should identify their assessment program’s purpose and align and compare it with the levels of proficiency defined by the state standards. Third, states should provide comprehensive and specific guidelines for the effective use of accommodations for local districts and schools. A few of the recommendations that will be detailed in the forthcoming third report are also presented.