Investigating ESL (English as a Second Language) Students’ Performance on a Higher Education Learning Outcomes Assessment

• In Event: Methodological Issues in Evaluating Higher Education Outcomes

Abstract

Because of increased interest in accountability, outcomes assessments are receiving greater attention in higher education. As with all assessments, issues of validity and fairness must be addressed for all examinee populations. One important examinee population is students who speak English as a second language (ESL). Yet, little validity work has been done for this group in higher education. In this study, one higher education outcomes assessment, the ETS Proficiency Profile, was evaluated for its validity and fairness with respect to ESL students. We found the test had adequate psychometric qualities for ESL students, but showed partial measurement invariance because of differences in the variance of underlying factors. The results suggest continued evaluation of higher education outcomes assessments is critical.

Authors

• Joni M. Lakin, Auburn University

• Diane Cardenas Elliott, Educational Testing Service

• Ou Lydia Liu, ETS