Creating a Next‐Generation System of K–12 English Learner Language Proficiency Assessments

Abstract

This paper is the first in a series from Educational Testing Service (ETS) concerning English language proficiency (ELP) assessments for K–12 English learners (ELs). The goal of this paper, and the series, is to present research‐based ideas, principles, and recommendations for consideration by those who are conceptualizing, developing, and implementing ELP assessments for K–12 ELs and by all stakeholders in their education and assessment. We also hope to contribute to the active current discussion in the field on improving the instruction and assessment of EL students as well as contribute to bringing these ideas into practice. This paper articulates a high‐level vision for a next‐generation assessment system serving K–12 English learners with a brief overview of the current state of the art for K–12 ELP assessments and the context of current reforms. In addition, the paper discusses the role of digital technology in next‐generation K‐12 ELP assessment systems, noting the distinct conceptual and practical advantages that digital technology offers in assessing ELP as well as principles for evaluating the potential challenges of implementing a digitally based assessment system against these benefits. A proposed theory of action for K–12 ELP assessment systems is also discussed in this paper. The second paper in the series addressed accessibility issues in the context of ELP assessments for ELs and ELs with disabilities (Guzman‐Orth, Laitusis, Thurlow, & Christensen, 2016), the third paper addressed issues related to summative ELP assessments that emerged from the presentations and discussions at the English Language Proficiency Assessment Research working meeting (Wolf, Guzman‐Orth, & Hauck, 2016), and the fourth paper focused on a key concern within such systems—the initial identification and classification of ELs (Lopez, Pooler, & Linquanti, 2016).

English Language Proficiency and Content Assessment Performance: A Comparison of English Learners and Native English Speakers Achievement

“…There is a direct correlation between effective and equitable assessments and EL achievement. When constructing future English language proficiency assessments, and requiring content assessment participation, collaboration is needed to develop a systematic, standard-based, and improved assessment that is truly beneficial for all ELs (Hauck et al, 2013).…”

“…Tennessee also requires all students, including EL students, to take the Tennessee Comprehensive Assessment Program (TCAP), which measures student achievement in language arts, math, science, and social studies in grade levels 3-8 (TDOE, 2015). As ELs participate in the TCAP along with non-English learners, understanding the correlation between the English Learner performance on ELP assessments and academic content assessments is imperative to EL success as addressed by Hauck, Wolf, and Mislevy (2013).…”

“…Guidelines within this legislation allow state educational agencies, in conjunction with local educational agencies, to have the discretion to choose the type of ESL programs that are provided to insure language acquisition achieved for ELs. Hauck et al (2013) August et al (2015). As suggested by Hopkins et al (2013), the districts must determine whether their ESL program meets the needs of all ELs in order to reach a proficiency level of English on these assessments.…”

Next‐Generation Summative English Language Proficiency Assessments for English Learners: Priorities for Policy and Research

“…The series, produced from Educational Testing Service (ETS), is intended to provide theory-and evidence-based principles and recommendations for improving next-generation ELP assessment systems, policies, and practices and to stimulate discussion on better serving K-12 EL students. The first paper articulated a high-level conceptualization of next-generation ELP assessment systems (Hauck, Wolf, & Mislevy, 2016). The second paper addressed accessibility issues in the context of ELP assessments for ELs and ELs with disabilities (GuzmanOrth, Laitusis, Thurlow, & Christensen, 2016).…”

Enhancing Young Hispanic Dual Language Learners' Achievement: Exploring Strategies and Addressing Challenges

“…A review of the K-12 research on this topic shows there is no common definition across states for what it means to be considered English proficient (Rebarber et al, 2007). Instead, where a student falls on the proficient continuum may depend on such variables as the assessment used (Hauck, Wolf, & Mislevy, 2013), particularly in terms of its emphasis on everyday communication versus academic English (Abedi, 2007). Also contributing to varying determinations is whether the assessment is based on observational data in the classroom versus a direct assessment of linguistic proficiency (Lara et al, 2007), and for older students, the overall emphasis on listening, reading, speaking, and/or writing (Solano-Flores, 2008).…”