From Confusion to Clarity: Improving a K-12 ELP Assessment Score Report for Parents

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 4
  In Roundtable Session: Language, Equity, and Meaning-Making in Assessment for Multilingual Learners: Global Perspectives

Abstract

More than 2 million K-12 students identified as English Learners take an annual English Language Proficiency assessment across 41 U.S. states and territories. Score reports are shared with educators, students, and parents. This study examines how parents who serve on a state-level multilingual family advocacy group interpret two versions of a score report. Participants engaged in a group interview and completed a questionnaire. Thematic analysis revealed that while proficiency level scores and summary descriptors were accessible, elements such as scale scores were often confusing. Findings underscore the importance of balancing industry norms with the needs of a wide audience. Implications include revisions to the score report and the development of resources to build parents’ language assessment literacy regarding score interpretation.

Authors

• Jason A. Kemp, University of Wisconsin - Madison

• Alicia Kim, University of Wisconsin - Madison

• Fujiuju Chang, N/A

• Fabiana MacMillan, University of Wisconsin - Madison