Screening approaches for determining the language of assessment for dual language learners: Evidence from Head Start and a universal preschool initiative

Aikens, Nikki; West, Jerry; McKee, Kelsey; Moiduddin, Emily; Atkins‐Burnett, Sally; Xue, Yange

doi:10.1016/j.ecresq.2019.07.008

Cited by 10 publications

(8 citation statements)

References 4 publications

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“…As the bioecological model [21] suggests, there are many factors for researchers and practitioners to consider when developing strategies to assess DLLs [6,20,23]. The current paper examines several of the strategies typically used in DLL assessment.…”

Section: Methodology Of Dll Assessment As a Factor In Performancementioning

confidence: 99%

“…Language of assessment and dominant language are important factors to account for in measuring DLL children's outcomes [6,20,23]. Although Spanish-English DLL children are all learning the same two languages, they are a very diverse group with respect to their individual language learning patterns and proficiency [9,30].…”

Section: The Roles Of Language Of Assessment and Dominant Language In Dlls' Performancementioning

confidence: 99%

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Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes

et al. 2021

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The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and Spanish. First overall differences between the two languages were examined, then associations between performance on science assessments were compared and related to children’s language dominance, teacher quantity of English and Spanish, and teachers’ academic science language. When examined as a homogeneous group, DLLs did not perform differently on English or Spanish science assessments. However, when examined heterogeneously, Spanish-dominant DLLs performed better on Spanish science assessments. The percentage of English and Spanish used by teachers did not affect children’s science scores. Teachers’ use of Spanish academic science language impacted children’s performance on science assessments, but English did not. The results have implications for the assessment of DLLs and teacher language use during instruction.

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Section: Methodology Of Dll Assessment As a Factor In Performancementioning

confidence: 99%

Section: The Roles Of Language Of Assessment and Dominant Language In Dlls' Performancementioning

confidence: 99%

Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes

et al. 2021

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“…Specific information on data collection procedures for the Kindergarten Class of 2023-2024 (ECLS-K:2024) are not available, but current plans include the use of an English language screener, presumably to route multilingual children to the English or Spanish version of the assessments, as necessary (U.S. Department of Education, 2021). Other large-scale research studies that have used single indicators of English proficiency for routing children through alternate language assessments include the Head Start Family and Child Experiences Survey (FACES) and the Universal Preschool Child Outcomes Study (UPCOS; Aikens et al, 2020;Bandel et al, 2012).…”

Section: Validity Evidence To Support Use Of Alternate Form Test Acco...mentioning

confidence: 99%

“…In educational practice, schools and districts should rely on more information than a single screener for determining accommodations. However, Aikens et al (2020) highlight the challenges that large-scale research studies face when determining need for accommodations as research project personnel typically do not have detailed knowledge of individual children for determining their assessment needs, and many children must be assessed within a short period of time. Consequently, the use of a single cut score, although not ideal, often represents the most feasible approach to determining accommodations in the context of large-scale research studies.…”

Section: Validity Evidence To Support Use Of Alternate Form Test Acco...mentioning

confidence: 99%

“…Department of Education, 2021). Other large-scale research studies that have used single indicators of English proficiency for routing children through alternate language assessments include the Head Start Family and Child Experiences Survey (FACES) and the Universal Preschool Child Outcomes Study (UPCOS; Aikens et al, 2020; Bandel et al, 2012).…”

Section: Validity Evidence To Support Use Of Alternate Form Test Acco...mentioning

confidence: 99%

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A Regression Discontinuity Design Framework for Controlling Selection Bias in Evaluations of Differential Item Functioning

Koziol

Goodrich

Yoon

2022

Educational and Psychological Measurement

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Differential item functioning (DIF) is often used to examine validity evidence of alternate form test accommodations. Unfortunately, traditional approaches for evaluating DIF are prone to selection bias. This article proposes a novel DIF framework that capitalizes on regression discontinuity design analysis to control for selection bias. A simulation study was performed to compare the new framework with traditional logistic regression, with respect to Type I error and power rates of the uniform DIF test statistics and bias and root mean square error of the corresponding effect size estimators. The new framework better controlled the Type I error rate and demonstrated minimal bias but suffered from low power and lack of precision. Implications for practice are discussed.

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