Assessment Accommodations for English Language Learners in Elementary Mainstream Classrooms: An Exploratory Case Study

• In Event: 66.087 - MTCC Roundtable Session 30
  In Roundtable Session: 66.087-3 - English Language Learner Instruction in Multiple Context in Multiple Disciplines

Abstract

Using a fourth-grade math teacher, Mrs. Smith, as a case, this study investigated her perception and implementation of assessment accommodations for ELL students and its rationale. Data collection involves classroom observations, informal and semi-structured interviews. Findings showed Mrs. Smith acknowledged the importance of assessment accommodations but perceived no difference between assessment and instructional accommodations. Also, this study revealed two patterns regarding the nature of assessment accommodations used in Mrs. Smith’s math classes. These two patterns are: 1) assessment accommodations were instructional based and not ELL student specific; 2) the teacher supported ELL students’ language needs in assessments with assistance from other adults. The findings provided some insight into Mrs. Smith’s assessment expertise in equity and can inform teachers’ professional development.

Author

• Xuexue Yang, SUNY - College at Oneonta