Implications of the Dynamic Language Learning Progression for Assessment Development

• In Event: Empirically Based Language Learning Progressions and Their Implications for Instruction, Assessment, and Policy

Abstract

Objective
This paper describes implications of the DLLP project on the development of a new suite of interim assessments designed to provide diagnostic information to teachers about ELs’ academic English language development.

Perspectives
In recent years, much research has explored the significant role that academic English language proficiency has on students’ ability to learn in academic courses as well as demonstrate academic content knowledge on large scale assessments (Abedi & Lord, 2001; Cook, Boals, & Lundburg, 2011). Performance on summative assessments, however, is only one indicator of the development of academic English language proficiency. While such assessments can demonstrate annual growth, particularly for accountability purposes, information provided is quite global The new suite of interim assessments described in this presentation are designed to provide diagnostic information to support both content and language teachers as they plan and implement specific instruction for ELs. Their primary purpose is to provide descriptive, instructionally-focused information to teachers about where ELs are positioned along the continuum of academic English language development at multiple points throughout the year so that teachers can better support students’ developing academic English proficiency.

Implications for Assessment Development
The DLLP work has implications for these new assessments in two primary ways. First, findings from DLLP project inform the development of test specifications. Hallmarks of academic English development identified by the DLLP work are useful in focusing test items on important stages in the development of academic language. Second, the DLLP helps provide educators with essential information for interpreting and using interim assessment results to plan instruction. Together with score reports, the DLLP work helps educators determine instructional goals to help ELs move further along the continuum of developing academic English language proficiency.

Authors

• Laura J. Wright, University of Wisconsin - Madison

• Dorry M. Kenyon, Center for Applied Linguistics