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Validity and Utility of English Language Proficiency Assessments: New Evidence in the Common Core Era
Mon, April 25, 2:30 to 4:00pm PDT (2:30 to 4:00pm PDT), Manchester Grand Hyatt, Floor: 3rd Level, Seaport Tower, Cortez Hill CSession Type: Symposium
Abstract
Despite their potential to contribute to an increasingly diverse and globalized society, the so-called achievement gap of English learner (EL) student in the U.S. has been a persistent challenge. Assisting EL students with English language proficiency (ELP) is critical in closing this gap and supporting students’ college and career readiness. States’ standards-based ELP assessments play a vital role in addressing EL students’ needs. This session aims to 1) share asset of recent empirical studies that examined the validity and utility of the latest generation of ELP assessments, and 2) discuss implications for research and practice. These studies cover a range of foci, providing important validity evidence for ELP assessment uses and offering various analytic techniques in collecting validity evidence.
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Papers
The Pragmatic Arrangements of English Language Proficiency Standards and Assessments: Content Analyses and Teacher Perceptions - Alison L. Bailey, University of California - Los Angeles; Mikyung Kim Wolf, Educational Testing Service; Anahit Pogossian, University of California - Los Angeles; Laura Ballard, Educational Testing Service
Understanding the Relationship Between English Language Proficiency and Academic Performance of English Learners - Mikyung Kim Wolf, Educational Testing Service; Hanwook Yoo, Ascend Learning; Laura Ballard, Educational Testing Service; Florencia Tolentino, Educational Testing Service; Alison L. Bailey, University of California - Los Angeles
Exploring the Relationship Between an Alternate English Language Proficiency Assessment and Alternate Academic Content Assessments - H. Gary Cook, University of Wisconsin - Madison
Long-Term English Learners' Performance: In-Depth Examination of an English Language Proficiency Assessment - Nami Shin, University of Kansas; Edynn Sato, Sato Education Consulting, LLC; Jenny C. Kao, University of California - Los Angeles; Eunhee Keum, University of California - Los Angeles