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Session Submission Summary

Validity of Accommodations for English Language Learners in NAEP

Mon, April 16, 2:15 to 3:45pm, Marriott Pinnacle, Floor: Fourth Level, Ambleside

Session Submission Type: Symposium

Abstract

English language learners (ELLs) perform substantially lower in content-based assessments particularly those with higher level of language demand. Results of studies on the assessment and accommodations of ELL students clearly suggest that unnecessary linguistic complexity of assessments as a source of systematic error may negatively impact the reliability of assessments for ELL students and as a source of construct irrelevant affects validity of the assessments for ELLs (see, for example, Abedi, 2010). Therefore, the limited English proficiency may create unequal opportunities for students to fully demonstrate what they know. To level the playing field, legislations require accommodations—changes in the test process, in the test itself, or in the test response format.

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