Accommodations in the Assessment of English Language Learners

Abstract

This chapter describes accommodations used in the assessment of English language learner (ELL) students nationally in the USA and presents a summary of studies on different aspects of accommodations for these students. The chapter elaborates on special characteristics of accommodations and how they can properly be used. Many accommodations that are currently being used for ELL students may not be supported by research evidence and may not be useful in making assessments accessible to ELL students. These issues regarding accommodations for ELL students are discussed and recommendations for the proper use of accommodations are provided.

The Use of Computer Technology in Designing Appropriate Test Accommodations for English Language Learners

“…Studies on the effectiveness of some of these accommodations show promising results (see, e.g, Abedi, 2007;Acosta et al, 2008;Kieffer et al, 2009). However, major issues concerning standardization, validity, differential impact, and feasibility or ease of implementation arise in PPT.…”

Preparatory Work for Performance-Based Assessment in a Linguistics Course at Hai Phong University

“…Also, standardized assessment gives no feedback to learners, especially the low scorers, to explain why they get such a result. Furthermore, standardized testing only takes place at a certain moment when unexpected incidents can affect learners' scoring, and it contains distractors which can be considered traps for low-proficiency learners (Abedi, 2010). To be fair, this assessment tool, if done properly, can have some constructive effects, but PBA seems to have more priority in this function.…”

“…PBA can test a wider range of competences other than just linguistic competence, like critical thinking and problem solving, as well as add support to the inferences teachers make based on the test scores as learners are asked to perform similar types of tasks to those that they encounter outside of the testing context (Fastré et al, 2010). In other words, PBA allows teachers to look at the learner capacity via contextual performance (ValTassel Baska, 2013) and use the received information for diagnostic and instructional purposes (Abedi, 2010). In addition, PBA equips learners with more learning experience and strategies (Brualdi, 1998).…”

“…In addition, a transparent criteria sheet can ensure the fairness in assessment when comparison is likely to occur and teachers' assessment criteria is not a hidden face to learners. The access to a welldeveloped, objective and validated scoring sheet of a performance-based task is the initial factor to reach a reliable and valid score (Abedi, 2010). Therefore, a teacher needs to exploit or can build an appropriate assessment rubric or a checklist.…”

Using Hierarchical Linear Modelling to Examine Factors Predicting English Language Students’ Reading Achievement

“…Although ELLs' language learning in school settings may itself be a major factor in contributing to students' language development, other factors should also be examined to get a full understanding of such development (Abedi 2004(Abedi , 2008Abedi & Levine, 2013). For example, the amount of English exposure at home and at school could also be contributing factors, as vocabulary knowledge is associated with reading achievement (Qian, 2002;Stahl, Chou Hare, Sinatra, & Gregory, 1991).…”