Teachers’ Implementation of Assessment Accommodations for English Language Learners in the Content Classroom: Evidence From Survey, Observation, and Interviews

• In Event: Examining Policy and Practice for Ethnolinguistic-Minority Students

Abstract

Content tests are a critical component of student achievement in K-12 environments. Despite extensive research in high-stakes contexts, little is known about teacher assessment practices with English Language Learners (ELLs) in the classroom context. The purpose of this study was to identify accommodations implemented for ELLs during routine math and science assessments. A mixed method approach was used which included a large-scale survey, test observations and semi-structured teacher interviews. Survey findings suggested that most high-stakes accommodations were infrequently implemented in classrooms. Native language accommodations were rare. Twenty- one assessment practices were observed or reported in use in classroom environments; four accommodated grading practices were identified. This study contributes to the field’s understanding of classroom accommodations as the precedent for high-stakes implementation.

Author

• Beth Clark-Gareca, New York University