Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance

Abstract

States use standards-based English language proficiency (ELP) assessments to inform relatively high-stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students' level of ELP and readiness for reclassification. The results are also used to evaluate the effectiveness of and funding allocation to district or school programs that serve EL students. In an effort to provide empirical validity evidence for such important uses of ELP assessments, this study focused on examining the constructs of ELP assessments as a fundamental validity issue. Particularly, the study examined the types of language proficiency measured in three sample states' ELP assessments and the relationship between each type of language proficiency and content assessment performance. The results revealed notable variation in the presence of academic and social language in the three ELP assessments. A series of hierarchical linear modeling (HLM) analyses also revealed varied relationships among social language proficiency, academic language proficiency, and content assessment performance. The findings highlight the importance of examining the constructs of ELP assessments for making appropriate interpretations and decisions based on the assessment scores for EL students. Implications for policy and practice are discussed.

Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum: A Systematic Review

“…General academic language is, in contrast, used across content areas. When we refer to academic language as a whole, we are including both general and discipline-specific language (Anstrom et al, 2010; Shanahan & Shanahan, 2008; Wolf & Faulkner-Bond, 2016).…”

Achievement and Growth on English Language Proficiency and Content Assessments for English Learners in Elementary Grades

“…These findings corroborate the argument made in previous literature about the varied constructs and content represented in different ELP assessments. That is, these variations can impact the composition of the EL population, depending on the types of ELP assessments students take (Solórzano, 2008; Villegas & Pompa, 2020; Wolf et al., 2008; Wolf & Faulkner‐Bond, 2016). The differing ELP growth patterns across the four language domains found in the two states may be artifacts of the specific ELP assessment design (in this case, particularly the speaking domain).…”

Educational L2 constructs and diagnostic measurement

“…In addition to the knowledge of vocabulary and grammar that are deemed necessary for reading comprehension (e.g., Grabe, 1991;Koda, 2007), the attributes were related to language functions. Indeed, K-12 academic language is operationalized as language functions by some language researchers (Wolf & Faulkner-Bond, 2016) such as sequencing, summarizing, inferencing, synthesizing, retelling, anddescribing (e.g., Sato, 2007 in Frantz et al, 2014, p. 442). The attributes specified were also connected with the process of reading.…”