Adapting Performance Assessments for English Language Learners

Performance-Based Assessment as a Current Trend in Elt: Investigating Its Washback Effects on Secondary-School Students Learning

“…Earlier research by Linn & Burton (1994) revealed that performance-based assessments have appeal as mode of effective assessments and are better reflections of criterion performances that are of importance outside the classroom. Related to English language assessments, performance-based assessments can actually help identify language factors that influence assessment outcomes (Abedi, 2010). Similarly, Goldschmidt, Martinez, Niemi, & Baker (2007) found that performancebased assessment as the open-ended assessments improve the chances for English language learners (ELL learners) to engage with language production and learning.…”

“…However, scholars have identified limitations of multiple-choice testing. Abedi (2010) states that traditional assessments do not afford an opportunity for students to present a comprehensive picture of what they know and are able to do in content areas. In addition, multiple-choice test as one of traditional assessment formats usually fails to assess higher order skills and other skills essential for functioning in schools or work settings (Haney & Madaus, 1989;Neill & Medina, 1989;O'Neil, 1992;Wiggins, 1989in Pierce & O'Malley, 1992.…”

Gender Differences in the Reading Performance of Texas Grade 3 English Language Learners: A Multiyear, Statewide Investigation

“…Fourth, English Language Learners could be assessed in ways other than standardized tests that might provide a different measurement of their knowledge. [24] suggested the linguistic complexity of standardized tests such as the STAAR may be partly responsible for the performance gaps between English Language Learners and their peers. Because additional supports are needed, further collaborative efforts among federal, state, and local educational authorities to close the achievement gap are needed.…”

Achievement or proficiency? Just getting a pass is enough!

“…Chudowsky & Chudowsky (2010) reflects that due to language barrier, test may not accurately reflect the understanding and the ability of the students. They need to be tested in terms of language skills and content knowledge (Abedi, 2010).…”