Assessing English Language Learners in the Content Areas: A Research-into-Practice Guide for Educators

Index

187 Abedi, J., 52, 74, 75–76, 77, 78, 79, 81, 83t, 84 Abella, R., 51, 82, 84 Abrutyn, L., 139–140 academic language: Academic Word List (AWL), 163–165; development of, 95–100; word lists by subject/grade, 166–178. See also language acquisition Academic Word List (AWL), 163–165 accommodations in testing: classroom adaptations, 118–120; criteria for allowing, 52–54; decision makers in, 54t; definitions, 51–52; effectiveness, 74–82, 83t, 117–118; frequently used, 72t–74t; inconsistency in, 88–90; reasons for, 24; requesting, 23; state provisions for, 54–71, 146; types of, 51–52 Alabama, test accommodations, 55 Alaska, test accommodations, 55–56 Arizona: ELL students, 7; test accommodations , 56 Arkansas: portfolio use, 141; test accommodations , 56, 89 Artiles, A.J., 95, 96 assessment: by content area, 82, 84–85, 92–93; effectiveness, 36–47, 145–147; ELL considerations, 22–27, 47–48; equivalency, 45–46, 48; evaluation, 23, 101; fairness in, 24, 31; feedback, 101, 120–121, 123, 139; model for, 100–106; practicality, 44–45, 48; reliability, 41–44, 48; roles of, 47, 48f, 91–92; teacher’s role, 46–47, 92–93; test design, 25–26, 85–88, 117f; traditional v. alternative, 125–129, 146–147; validity, 37–41, 48, 82, 84–85; washback effects, 46–47, 48. See also accommodations in testing; assessment methods; classroom-based assessments INDEX f after a page number indicates figure; t indicates table assessment methods: alternatives, 140–143, 146–147; checklists, 126; components of, 22–23; criterion-referenced assessment, 31–32, 33f; curriculum-based measurement , 132–135; formal, 26–27; formative , 28, 29f; grading, 120–121; informal, 26–27; journals, 27; large-scale, 26, 35–36, 37f, 51; norm-referenced, 29–31; performance assessment, 129–132; portfolios, 27, 135–143; rubrics, 47, 120–122, 131, 139; summative, 28; traditional v. alternative, 125–129, 146–147. See also specific subject areas AWL (Academic Word List), 163–165 Bachman, L.F., 22–23, 51 basic interpersonal communication skill (BICS), 95 Bilingual Education Act, 14–15 Boyle, O.F., 93–94 Brown, H.D., 27, 42, 44 California: assessment standards, 34, 35, 103; ELL students, 4, 7, 9; language proficiency tests, 107–108; test accommodations , 56–57 CALP (cognitive-academic language proficiency), 95–96 Capps, R., 8, 11, 50 Castellon-Wellington, M., 81, 83t CBM (curriculum-based measurement), 132–135 checklists as assessment tool, 126 civil rights violations, ELL, 6–7, 15–16 classroom-based assessments: about, 32, 34–35; examples of, 32, 34–36, 103f, 104f; guidelines, 102f; linked to instruction , 100–106, 145–146; model for, INDEX 188 100–106; student expectations, 121, 123; test accommodations, 118–120. See also assessment; assessment methods cognitive-academic language proficiency (CALP), 95–96 Colorado, test accommodations, 57 Connecticut, test accommodations, 57 content area assessment: accommodations in, 75–82, 83t; validity of, 82, 84–85. See also specific subject areas Coombe, C., 94 country of origin, ELL, 10–11 Courtney, M., 75–76, 79 Crandall, J., 97 criterion-referenced assessment, 31–32, 33f cultural differences: among ELL students, 11–13; and assessment, 25, 121, 123; and language acquisition, 108–109 Cummins, J., 24, 95–96 curriculum-based measurement (CBM), 132–135 Danielson, C., 139–140 Delaware: portfolio use, 141; test accommodations , 57–58 demographics, ELL students, 7–14 dictionaries, use in testing, 75–76, 79–80, 82, 83t, 89, 119–120 District of Columbia, test accommodations, 58 Dolan, R.P., 86, 88 education levels, ELL, 25–26 elementary grade students: assessment activities, 113t–114t; mathematics assessment, 149–150; science assessment, 154–155; social studies assessment, 159–160; vocabulary lists, 168–172 ELL: civil rights violations, 6–7, 15–16; definitions, 2–4; demographics, 7–14; feelings of, 25; identification of, 4–7; legislation effecting, 14–20; and NCLB, 2–3, 14–20, 49–51; placement in special education classes, 96; social language skills, 95–96; stereotyping of, 12–13; test accommodations by state, 55–71. See also parents, ELL English language learners. See ELL equivalency in testing, 45–46, 48 Ernst-Slavit, G., 108–109 ESL. See ELL evaluation in assessment, 23, 101 fairness in assessment, 24, 31 feedback in assessment, 101, 120–121, 123, 139 Figueroa, R., 31, 146 Florida: assessment tests, 42, 43f, 44, 45f, 94; ELL students, 7–8, 9, 11; test accommodations , 58, 118 Folse, K., 94 formal assessment, 26–27 formative assessment, 28, 29f Francis, D.J., 7, 52–54, 74–75 Garcia, T., 78, 83t Genesse, F., 37 Georgia: assessment tests, 45–46; test accommodations...