Three Methods for Scoring Students With Disabilities With Limited Access to an English Language Proficiency Assessment

• In Event: 49.088 - Roundtable Session 17
  In Roundtable Session: 49.088-19 - Testing Students With Disabilities and From Diverse Populations

Abstract

English language learners (ELLs) who also students with disabilities (SWD) may suffer from limited access to one or more of the language domains on an English language proficiency (ELP) assessment. To include these students into the accountability system, a typical practice is to score the students in the same way as the mainstream students assuming they have low or minimum ability on the domains where they lack access and hence cannot perform or complete. Such an assumption is controversial as limited access does not necessarily mean limited ability. The present study explores and evaluates three alternative scoring approaches, with the purpose to inform ELL SWD scoring practices as well as relevant language assessment policies.

Authors

• Huan Wang, CTB/McGraw-Hill LLC

• Joanna T. Tomkowicz, CTB/McGraw-Hill LLC