Impact of Accommodation Strategies on English Language Learners' Test Performance

Abedi, Jamal; Lord, Carol; Hofstetter, Carolyn Huie; Baker, Eva L.

doi:10.1111/j.1745-3992.2000.tb00034.x

Cited by 127 publications

(114 citation statements)

References 16 publications

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“…Paper-based glossaries have been found to be effective for students with mid-to low-level English reading proficiency (Kiplinger et al, 2000). A caveat here is that a paperbased glossary is primarily effective only in instances where there is either ample or extended time included for the test, and it has been found that paper-based glossary use without this extra time can hinder ELs' performances Abedi, Lord, Hofstetter, & Baker, 2000). posited that because students using the paper-based glossary need to take extra time to look up a given word, this accommodation is ineffective unless test administrators provide ample time for students to use the accommodation.…”

Section: Paper-based Glossariesmentioning

confidence: 99%

On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments

Cohen

Tracy

Cohen

2017

Applied Measurement in Education

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Section: Paper-based Glossariesmentioning

confidence: 99%

On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments

Cohen

Tracy

Cohen

2017

Applied Measurement in Education

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“…According to Abedi et al (2000), language is important, in not only assessing language courses, but also content courses. They reiterated that, for instance, English is important for learning of context courses and that there was a correlation between proficiency in English and performance in Mathematics.…”

Section: Resultsmentioning

confidence: 99%

“…According to Abedi et al (2000), a valid accommodation is one that helps the target but does not affect the scores of other students. This means it should be capable of improving the performance of students to classify ELL and LEP because of their handicap, but it should not be beneficial to the native speakers.…”

Section: Dealing With L2 Assessment Language Difficultiesmentioning

confidence: 99%

Review of Issues of Language Assessments for Non-native Speakers of English

Kuwornu¹

2017

SUET

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The paper reviews issues in language assessment, especially pertaining to the challenges faced in examining non-native speakers of English. The review revealed that low proficiency levels of well-established standard varieties of English affect the test achievement of non-native speakers across the world. Furthermore, the absence and improper evaluation of English tests, coupled with poor educational systems in Africa, Asia, and the Caribbean lead to very low achievement in English. Based on the review, the paper recommends the use of accommodation, culture-specific designed tests, and more research as remedy for the problems. Areas of future research for Africa and specifically, Ghana are recommended. Keywords: language assessment, ESL, assessment evaluation, accommodation IntroductionThe status of English as the most widely used and important lingua franca for global and international communication is not in doubt. The international status of English as the language of global mobility also means there are a lot of people who speak English as their second language (L2). As a result of its international status, more and more countries are putting emphasis on an "English" education to gain acceptance and to create more opportunities for its people on a global market that thrives on English. However, language is not the only key to accessing these global opportunities-Knowledge and skills are equally important. One of the most conventional ways to acquire the knowledge and skills is through formal education. With formal education comes its key measuring tool-assessment. Assessment is conducted in a language that is "foreign" to L2 English speakers.The result is that L2 speakers do not enter the "global competition" with L1 English speakers on an equal footing partly because of the language factor in assessment. Thus, the crust of this paper is to present a review of the issues of language assessment confronting L2 speakers of English. The review also aims at bringing out some of the solution(s) used in dealing with L2 language assessment issues. Lastly, gaps in the literature are identified with the aim of encouraging language assessment research, especially in Ghana. The English Language LearnerThe English Language Learner (ELL) is defined as a learner who is "still developing proficiency in English" Hamp-Lyons, & Kemp, 2003). According to Arcuino (2013), there is no significant difference between final GPA (Grade Point Average) of students who are admitted to either of the two tests.According to Templer (2002), standardised test such as IELTS and TOEFL test used to determine English language achievement in language for admission to Western universities for ELLs in developing economies lacks equity. One of the reasons he argued accounts for the disparity in the use of the exams is that they are generally too expensive for ELLs in these economies to afford and, as a result, only favours the rich who can afford them.He also argued that the difference in the cultures of ELLs in these second language economies diffe...

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“…Other researchers (Abedi, Lord, Hofstetter, & Baker, 2000;Beth, 2016) indicated that with ELLs' anxiety lowered, they were physiologically more able to accept new challenges and grapple with new concepts and problems. Therefore, math teachers are expected to create a safe and inclusive classroom environment to lower ELL students' anxiety.…”

Section: Creating a Safe And Inclusive Classroom Environmentmentioning

confidence: 99%

Supporting English Language Learners in the Mathematics Classroom in the United States

2018

JME

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Impact of Accommodation Strategies on English Language Learners' Test Performance

Abstract: How can we make effective accommodations for nonnative English speakers taking mathematics measures? What kinds of accommodations are useful and what kinds are not? Where does this research need to go in the future?

Cited by 127 publications

References 16 publications

On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments

On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments

Review of Issues of Language Assessments for Non-native Speakers of English

Supporting English Language Learners in the Mathematics Classroom in the United States

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