Standardized assessment of the content knowledge of English language learners                 K-12: current trends and old dilemmas

Butler, Frances A.; Stevens, Robin

doi:10.1177/026553220101800406

Cited by 21 publications

(20 citation statements)

References 5 publications

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“…For many EBs, assessment in their developing language often reflects more about where they are in their proficiency trajectory than what they know about content (Butler & Stevens, 2001). One of the most promising practices that reduces this kind of assessment bias involves the use of linguistic modifications (Abedi, 2002;Abedi, Hofstetter, Baker, & Lord, 2001), which are consistent with the kind of sheltered support teachers should provide in instruction.…”

Section: Assessment Although Scholars Have Long Called For the Impormentioning

confidence: 99%

Teacher preparation for emergent bilingual students: Implications of evidence for policy

López

Santibáñez

2018

EPAA

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Failure to adequately prepare teachers of emergent bilingual (EB) students could have devastating consequences for student achievement, EB reclassification, and eventually, high school and college completion. To enhance the policy discourse, we explore how teacher certification requirements relate to both EB student achievement and teacher self-efficacy in three states with Teacher Preparation for Emergent Bilingual Students 2 similar EB student populations but disparate policies on ways to meet EBs' needs: Arizona, California, and Texas. To do this we ask: (1) How well do states prepare their teachers to meet the needs of EBs? (2) What knowledge specific to meeting EBs' needs do states require their teachers to demonstrate? (3) How are these requirements related to teacher perceptions of their preparedness to effectively teach EBs? We find that there are marked differences across the three states in terms of how well they prepare EBs, and these patterns can be discerned from their teacher preparation requirements. Although teachers' self-efficacy does not appear to be related to teacher training in the first three years of teaching, there is an advantage to more rigorous training over time. Implications for policy are discussed. Keywords: English language learners; teacher preparation; teacher effectiveness Preparación del maestro para estudiantes bilingües emergentes: Implicaciones de la evidencia para la política Resumen: La falla en preparar adecuadamente a los maestros de estudiantes bilingües emergentes (EB) podría tener consecuencias devastadoras para el rendimiento estudiantil, la reclasificación de EB y, finalmente, la terminación de la escuela secundaria y la universitaria. Para mejorar el discurso político, exploramos cómo los requisitos de certificación docente se relacionan con el rendimiento estudiantil y la autoeficacia de los docentes en tres estados con poblaciones estudiantiles EB similares, pero con políticas distintas sobre cómo satisfacer las necesidades de EBs: Arizona, California y Texas. Para hacer esto, preguntamos: (1) ¿Qué tan bien preparan los estados a sus maestros para satisfacer las necesidades de los EB? (2) ¿Qué conocimiento específico para satisfacer las necesidades de EBs requieren los estados que sus maestros demuestren? (3) ¿Cómo se relacionan estos requisitos con las percepciones de los docentes acerca de su preparación para enseñar eficientemente EB? Encontramos que existen diferencias significantes en los tres estados en términos de qué tan bien preparan los EB, y estas tendencias se pueden discernir de sus requisitos de preparación del maestro. Al tanto la autoeficacia de los docentes no parece estar relacionada con la formación del docente en los primeros tres años de enseñanza, existe la ventaja de una formación más rigurosa a lo largo del tiempo. Implicaciones para la política se discuten. Palabras clave: Aprendices de inglés; preparación del maestro; efectividad del maestro Preparação de professores para estudantes bilíngües emergentes: implicações de evidên...

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Section: Assessment Although Scholars Have Long Called For the Impormentioning

confidence: 99%

Teacher preparation for emergent bilingual students: Implications of evidence for policy

López

Santibáñez

2018

EPAA

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“…Arcuino (2013) confirmed that older people did not perform well on computer-based international tests as a result of their low proficiency in computer skills. Butler and Stevens (2001) also emphasized the inequity of high stakes test for ELLs. This is because in some schools, students are made to mix with the high proficient students and it becomes the teacher's job to attend to the special need of the ELL.…”

Section: Issues Of Ells and High Stakes Tests Achievementmentioning

confidence: 99%

“…The term is a borrowed concept from the field of education of disability students used to characterize the extra attention to make up for their learning disabilities (Butler & Stevens, 2001). Abedi et al (2004) defined accommodation as the inclusion strategies used during assessments to provide equal opportunities for learners with low proficiency levels.…”

Section: Dealing With L2 Assessment Language Difficultiesmentioning

confidence: 99%

“…According to Butler and Stevens (2001), any form of support that helps test-takers them comprehend a text in English so that they can demonstrate what they know is accommodation. It is added that it may extend the time allowed for the test, adding extra materials and equipment or even changing the way the test itself is presented.…”

Section: Dealing With L2 Assessment Language Difficultiesmentioning

confidence: 99%

“…If the student has to take both versions of the test, then equity of the test becomes questionable because the native speaker will be expected to write only one test. Butler and Stevens (2001) also mentioned that there are two options for providing assessment in native language: translating the English assessment and developing a parallel assessment. He added that the latter is more preferable.…”

Section: Dealing With L2 Assessment Language Difficultiesmentioning

confidence: 99%

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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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(Re)Framing Difficulty: ELLs and Literacy Instruction

Conrad

2022

Intersections of Diversity, Literacy, and Learner Difficulties

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Standardized assessment of the content knowledge of English language learners K-12: current trends and old dilemmas

Cited by 21 publications

References 5 publications

Teacher preparation for emergent bilingual students: Implications of evidence for policy

Teacher preparation for emergent bilingual students: Implications of evidence for policy

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

(Re)Framing Difficulty: ELLs and Literacy Instruction

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