C R E S S T / U C L A UCLA Graduate School of Education & Information Studies Center for the Study of Evaluation National Center for Research on Evaluation,

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Presentation transcript:

C R E S S T / U C L A UCLA Graduate School of Education & Information Studies Center for the Study of Evaluation National Center for Research on Evaluation, Standards, and Student Testing Recent Research Findings on Assessment Accommodations for English Language Learners Jamal Abedi 2000 CRESST Conference: Educational Accountability in the 21 st Century September, 2000

C R E S S T / U C L A A Summary of CRESST Studies on the Impact of Language Background on Students’ Content-Based Performance Language Background as a Variable in NAEP Mathematics Performance (Abedi, Lord, & Plummer, )  Analyses of existing NAEP data  ELL students performed significantly lower on the long items than non-ELL  The percentage of omitted not-reached items were significantly higher for ELL students  The performance of ELL students was significantly lower on linguistically complex items  Student Perception Study  Original and linguistically modified items were presented to both ELL and non-ELL students  An overwhelming majority of ELL students preferred the simplified versions  ELL students indicated the it would be more productive for them to use the simplified version  Accuracy Test Study â ELL students performed significantly lower than non-ELL students in reading â ELL students performed significantly lower than non-ELL students in math â However, the performance gap between ELL and non-ELL was reduced with the linguistically modified version of test

C R E S S T / U C L A  Three versions of math test items were used  Original English  Linguistically modified English  Spanish translated version  Booklets were randomly assigned to students within a classroom  All students performed slightly higher on the linguistically modified version  Spanish speaking students taking the Spanish translated version performed significantly lower than others, this may be due to the issue of language of instruction Impact of Selected Background Variables on Students’ NAEP Math Performance (Abedi, Lord, & Hofstetter, 1997)

C R E S S T / U C L A NAEP Math Performance and Test Accommodations: Interactions with Student Language Background (Abedi, Hofstetter, Baker, & Lord, 1998)  Three different forms of accommodations were used:  Extra time  Glossary  Glossary + extra time  Standard NAEP condition  The three accommodation strategies along the standard condition were randomized within the classrooms across ELL and non-ELL groups  Extra time increased performance of all students slightly  Glossary without extra time did not have much impact on the students’ performance  Glossary with extra time had a big impact on the performance of both ELL and non-ELLs  However, the impact of glossary with extra time was more evident with non- ELL students. This raised concern over the validity of accommodations

C R E S S T / U C L A Analyses of Existing Data on the National Large-Scale Assessments (Abedi, Leon, 1999, Abedi, Leon, & Mirocha, 2000)  The performance gap between ELL and non-ELL students was largest in reading.  The performance gap between ELL and non-ELL decreased as we moved from reading to science and form science to math.  For some subscales of math (such as math computation) there was not any gap between ELL and non-ELL students  The reliability coefficients for ELL test scores were substantially lower than those for non-ELL.  Our results indicated that language factor may act as a source of measurement error for ELL students.

C R E S S T / U C L A