Enhancing Standard‐Based Validity for <scp>ELL</scp> Population: A Perspective From Correspondence Between Standards

Lin, Chih-Kai; Zhang, Jinming

doi:10.1002/tesq.93

Cited by 4 publications

(4 citation statements)

References 17 publications

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“…As mentioned earlier, previous practices of alignment evaluation for U.S. K‐12 ELP assessments have rested on the methods used for content‐area assessments. For statewide ELP assessments, Webb's alignment method has been frequently utilized (e.g., Chi, Lin, & Zhang, 2011; Cook, 2005; Lin & Zhang, 2013). In adopting Webb's method, Cook (2005) argues that the linguistic complexity dimension should be incorporated in ELP alignment in lieu of the cognitive demand judged in academic content standards and assessments.…”

Section: The Concept and Dimensions Of Alignment For Standards‐based ...mentioning

confidence: 99%

Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues

Wolf

Bailey²,

Ballard

2022

TESOL Quarterly

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Alignment between standards and assessments is a fundamental component of the larger effort to ensure appropriate and fair use of standards-based assessments and achievement of successful standardsbased reform. This article focuses on conceptual and technical issues as well as potential strategies in evaluating alignment between largescale, standardized English language proficiency assessments and English language proficiency standards in the U.S. K-12 education context, as these assessments are used in high-stakes decisions about English language learners. Areas for future research are also discussed.

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Section: The Concept and Dimensions Of Alignment For Standards‐based ...mentioning

confidence: 99%

Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues

Wolf

Bailey²,

Ballard

2022

TESOL Quarterly

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“…We collected the empirical data in 2009 during a judgmental study of educational standards in Oklahoma (Cook, Wilmes, Chi, & Lin, ). This empirical study was motivated by the mandate, under the No Child Left Behind Act (), to conduct content alignment studies for English language learners (ELLs) in the U.S. K‐12 setting (see Lin & Zhang, , for more detail on ELL content alignment). One of the objectives of the study was to rate the cognitive complexity of a set of 25 English language performance standards using the Depth of Knowledge (DOK) scale developed by Webb ().…”

Section: Empirical Studymentioning

confidence: 99%

Detecting Nonadditivity in Single‐Facet Generalizability Theory Applications: Tukey's Test

Lin

Zhang

2018

J Educational Measurement

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Under the generalizability‐theory (G‐theory) framework, the estimation precision of variance components (VCs) is of significant importance in that they serve as the foundation of estimating reliability. Zhang and Lin advanced the discussion of nonadditivity in data from a theoretical perspective and showed the adverse effects of nonadditivity on the estimation precision of VCs in 2016. Contributing to this line of research, the current article directs the discussion of nonadditivity from a theoretical perspective to a practical application and highlights the importance of detecting nonadditivity in G‐theory applications. To this end, Tukey's test for nonadditivity is the only method to date that is appropriate for the typical single‐facet G‐theory design, in which a single observation is made per element within a facet. The current article evaluates the Type I and Type II error rates of Tukey's test. Results show that Tukey's test is satisfactory in controlling for falsely detecting nonadditivity when the data are actually additive and that it is generally powerful in detecting nonadditivity when it exists. Finally, the article demonstrates an application of Tukey's test in detecting nonadditivity in a judgmental study of educational standards and shows how Tukey's test results can be used to correct imprecision in the estimated VC in the presence of nonadditivity.

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“…NGSS adoption by states is voluntary (and ongoing), but the federal government has not yet incorporated the NGSS into federal funding initiatives. English language proficiency (ELP) standards, while not officially part of CCSS or NGSS, are changing as well to correspond with the disciplinary practices in those standards (See CCSSO, , for discussion of guidance offered for the correspondence process, and Lin and Zhang, , for suggestions on methodologies to be used in correspondence studies). Discussions are also underway about establishing more standard criteria for English language proficiency across states and state consortia (Linquanti & Cook, ).…”

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confidence: 99%

What Does Standards‐based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools?

Kibler¹,

Valdés²,

Walqui³

2014

TESOL Quarterly

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T he standards movement has become omnipresent in contemporary education, impacting English teaching and learning in second and foreign language contexts around the world. A particular set of issues, however, is relevant to primary and secondary school settings for learners of English in which English is used as the predominant means of educating the student population across the curriculum. In these contexts, students are not just learning English as a subject matter but are learning (and being assessed upon) standards-based academic content in English as well. In these settings, standards, curricula, and assessments are designed with varying understandings and incorporation of issues related to the linguistic and academic development of English language learners (ELLs). A focus on standards-based reform in such English-medium contexts is a particularly relevant and timely focus for a TESOL Quarterly special issue because many countries with Englishmedium education have growing numbers of school-aged immigrant and indigenous ELL students and ongoing, contested debates about how best to educate them.

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Enhancing Standard‐Based Validity for ELL Population: A Perspective From Correspondence Between Standards

Cited by 4 publications

References 17 publications

Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues

Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues

Detecting Nonadditivity in Single‐Facet Generalizability Theory Applications: Tukey's Test

What Does Standards‐based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools?

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