Large-Scale Assessment and English Language Learners With Disabilities

Liu, Kristin K.; Ward, Jenna M.; Thurlow, Martha L.; Christensen, Laurene L.

doi:10.1177/0895904815613443

Cited by 9 publications

(7 citation statements)

References 43 publications

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“…Compared to the literature on accessibility features in content assessments, research on such tools in ELP assessments is limited. In a meta-analysis, Liu et al (2020) found only 11 studies between 2010 and 2018 that were conducted on ELs and only a couple focused on ELP assessments. Existing studies focus on foreign language assessments in higher education rather than K-12 contexts (e.g., Choi & Cho, 2016;Frankenberg-Garcia, 2011).…”

Section: Previous Research On Universal Tools For Elsmentioning

confidence: 99%

Universal tools activation in English language proficiency assessments: A comparison of Grades 1–12 English learners with and without disabilities

et al. 2023

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English learners (ELs) comprise approximately 10% of kindergarten to Grade 12 students in US public schools, with about 15% of ELs identified as having disabilities. English language proficiency (ELP) assessments must adhere to universal design principles and incorporate universal tools, designed to increase accessibility for all ELs, including those with disabilities. This two-phase mixed methods study examined the extent Grades 1–12 ELs with and without disabilities activated universal tools during an online ELP assessment: Color Overlay, Color Contrast, Help Tools, Line Guide, Highlighter, Magnifier, and Sticky Notes. In Phase 1, analyses were conducted on 1.25 million students’ test and telemetry data (record of keystrokes and clicks). Phase 2 involved interviewing 55 ELs after test administration. Findings show that ELs activated the Line Guide, Highlighter, and Magnifier more frequently than others. The tool activation rate was higher in listening and reading domains than in speaking and writing. A significantly higher percentage of ELs with disabilities activated the tools than ELs without disabilities, but effect sizes were small; interview findings further revealed students’ rationale for tool use. Results indicate differences in ELs’ activation of universal tools depending on their disability category and language domain, providing evidence for the usefulness of these tools.

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Section: Previous Research On Universal Tools For Elsmentioning

confidence: 99%

Universal tools activation in English language proficiency assessments: A comparison of Grades 1–12 English learners with and without disabilities

et al. 2023

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“…After recognizing that ELs had some distinct linguistic needs, states soon changed their accommodations policies for ELs to focus on linguistic accommodations, such as native language translation of directions and bilingual dictionaries and glossaries (Thurlow, 2014). These shifts had important implications for ELs with disabilities, often the most ignored of all students in terms of inclusion in large-scale assessments (Liu, Ward, Thurlow, & Christensen, 2017; Thurlow, Albus, Liu, & Rivera, 2006; Thurlow, Barrera, & Zamora-Duran, 2006). The first paradigm shift changed the way that education systems assessed their students with disabilities, also paving the way for educators, researchers, and parents to make assessments more accessible for ELs.…”

Section: First Paradigm Shift: Inclusion In Standards-based Assessmenmentioning

confidence: 99%

Paradigm Shifts in States’ Assessment Accessibility Policies: Addressing Challenges in Implementation

Larson

Thurlow

Lazarus

et al. 2019

Journal of Disability Policy Studies

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Providing accessibility features and accommodations to students with disabilities has been recognized as an important way to improve access to instruction and to assessments. This recognition was in large part a result of a paradigm shift that saw students with disabilities being held to the same standards on state assessments as their peers without disabilities. This article describes this paradigm shift of the 1990s, putting into context a more recent paradigm shift that, since 2009, has pushed the field to think about access to instruction and assessments for all students. It reviews recent research on making decisions about accessibility features and accommodations for all students, including those with disabilities, and then identifies implications for policy and research.

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“…It is relatively recently that ELs with disabilities have been considered in relation to assessment accessibility and accommodations. Only in the past couple of years has policy (e.g., Albus & Thurlow, 2007) and practice (e.g., Albus & Thurlow, 2013; Liu et al, 2013) been examined for these students, who too often in the past were simply exempted from testing. Research related to including these students in assessments is just beginning, and much of it is policy research (e.g., Christensen, Albus, Liu, Thurlow, & Kincaid, 2013; Thurlow, Liu, Ward, & Christensen, 2013).…”

Section: Accessibility and Accommodations Considerations For Els Withmentioning

confidence: 99%

Advancing Accessibility and Accommodations in Content Assessments for Students With Disabilities and English Learners

Thurlow

Kopriva²

2015

Review of Research in Education

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A ccessibility and accommodations in assessments now are seen as critical elements of an appropriately designed and implemented assessment of student achievement. The inclusion of all students in assessment systems designed to measure student knowledge and skills in various content areas has generated considerable and sometimes frenzied activity during the past two decades. This activity has taken place primarily at the state and national levels. With the funding of large consortia of states developing common assessments designed to measure college and career readiness, attention to accessibility and accommodations is being considered as well.The purpose of this chapter is to review what has happened, and what is likely to happen, as accessibility and accommodations research and practice for content assessments are advanced to ensure the appropriate inclusion and validity of assessment results for English learners (ELs) and students with disabilities. A description of accommodations and research specific to access for these two populations is beyond the scope and can be found in other chapters. Although we focus primarily on largescale content assessments used at the state, consortia, and national levels, much of what has happened in these assessments has direct implications for district content assessments and classroom-based assessments (e.g., online embedded tasks, publisher quizzes, teacher-developed quizzes, observational tools, performance tasks, etc.). Thus, we highlight some of those implications as well.Toward this end, we start by defining the many terms that have emerged around the topics of accessibility and accommodations. We address how these concepts have 556076R REXXX10.3102/0091732X14556076Review of Research in EducationThurlow, Kopriva: Advancing Accessibility and Accommodations research-article2014

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Large-Scale Assessment and English Language Learners With Disabilities

Cited by 9 publications

References 43 publications

Universal tools activation in English language proficiency assessments: A comparison of Grades 1–12 English learners with and without disabilities

Universal tools activation in English language proficiency assessments: A comparison of Grades 1–12 English learners with and without disabilities

Paradigm Shifts in States’ Assessment Accessibility Policies: Addressing Challenges in Implementation

Advancing Accessibility and Accommodations in Content Assessments for Students With Disabilities and English Learners

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