English Learners and Standardized Tests: What Teachers Need to Know About Test Validity and Accommodations

• In Event: Teaching on Assessment: Implications for Preparing Teachers

Abstract

Starting with the No Child Behind Act (NCLB) and continuing with the Every Student Succeeds Act (ESSA), the U.S. federal government has required all children be tested annually for reading and math skills. Many states also require science testing. For the 4.5 million public school English Learners (ELs), or students who are in the process of learning English, standardized tests present significant challenges. Yet, all students’ scores, including ELs’, on standardized tests can impact decisions regarding school and district ratings, school closures, teacher compensations, and student graduation.
This presentation deals with two critical issues relevant to teacher candidates regarding EL standardized assessments. First, how can educators know if students are being assessed for content knowledge meaningfully? Second, how can educators help minimize test biases ELs may encounter on standardized assessments? We first define and discuss the concepts of construct validity and accommodations and consider how they are related. We then synthesize a review of studies to understand how strong the overall construct validity of standardized tests is for ELs. Last, we discuss how this knowledge can be applied to the classroom.
Concepts and Method
In brief, construct validity considers the appropriateness or accuracy of the interpretations of test scores depending on how an exam is constructed. To reduce the possibility that language, culture, and other biases affect EL’s test results on standardized content area exams, ELs may be provided with accommodations depending on state and district policies. For ELs, an accommodation is only valid if it addresses the linguistic and cultural needs of the students without altering the construct being tested.
Our synthesis includes studies systematically searched and based on the following criteria: The study (1) was published in English, (2) examined standardized, content area tests/test items given to ELs (published from 2000 – present, given the onset of No Child Left Behind in 2001), (3) examined the validity and/or accommodations of standardized content area tests/test items in English for ELs, and (4) used valid, statistical analysis to compare findings; in this case, all the studies included quantitative analysis.
Findings and Implications
Findings include (a) content-area standardized test scores are significantly affected by language biases for ELs; (b) the use of glossaries and/or dictionaries yields strong significance on EL test scores while not altering the construct validity of the exam, though more research is needed on the use and development of computerized pop-up glossaries; and (b) accommodation effectiveness is dependent on ELs’ language proficiency and accommodation type.
Implications for teacher candidates include focusing on building ELs’ academic language, understanding effective accommodations by ELs’ language proficiency levels, and knowing state and district policies and test formats. Implications for instructing teacher candidates include discussing federal laws pertaining to ELs and testing, ensuring students are familiar with the concepts and literature on accommodations regarding standardized content area tests, and knowing local policy and resources. In the reality of high-stakes standardized testing, understanding ways to help all students, including ELs, be successful, is critical for teachers and teacher educators alike.

Authors

• Margarita Huerta, University of Nevada - Las Vegas

• Tiberio Garza, University of Nevada - Las Vegas

• Fuhui Tong, Texas A&M University - College Station