Assessing English Language Proficiency in U.S. K–12 Schools (Innovations in Language Learning and Assessment at Ets)

__Assessing English Language Proficiency in U.S. K–12 Schools__ offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments used in U.S. K–12 school settings. The chapters in this book address a variety of key issues involved in the development and use of those assessments: defining an ELP construct driven by new academic content and ELP standards, using technology for K–12 ELP assessments, addressing the needs of various English learner (EL) students taking the assessments, connecting assessment with teaching and learning, and substantiating validity claims. Each chapter also contains suggestions for future research that will contribute to the next generation of K–12 ELP assessments and improve policies and practices in the use of the assessments. This book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K–12 EL students. Assessing English Language Proficiency in U.S. K–12 Schools offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments used in U.S. K–12 school settings. The chapters in this book address a variety of key issues involved in the development and use of those assessments: defining an ELP construct driven by new academic content and ELP standards, using technology for K–12 ELP assessments, addressing the needs of various English learner (EL) students taking the assessments, connecting assessment with teaching and learning, and substantiating validity claims. Each chapter also contains suggestions for future research that will contribute to the next generation of K–12 ELP assessments and improve policies and practices in the use of the assessments. This book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K–12 EL students. Cover 1 Half Title 2 Series Page 3 Title Page 4 Copyright Page 5 Table of Contents 6 Series Editors’ Foreword 9 Acknowledgments 11 Contributors 13 Illustrations 15 Acronyms 18 Introduction 22 1 Introduction: Assessing K–12 English Learners’ English Language Proficiency 24 SECTION I: Contexts and Fundamental Considerations in the Development of K–12 ELP Assessments 38 2. Standards-Based K–12 English Language Proficiency Assessments in the United States: Current Policies and Practices 40 3. The Construct of English Language Proficiency in Consideration of College and Career Readiness Standards 57 4. Innovations and Challenges in K–12 English Language Proficiency Assessment Tasks 76 5. A Review of Validity Evidence on K–12 English Language Proficiency Assessment: Current State and Future Direction 96 SECTION II: Empirical Research and Practical Considerations on the Development of K–12 ELP Assessments 114 6. Collaborating with Educators on the Development of English Language Proficiency Assessments 116 7. Examining Students’ Response Processes in a Computer-Based English Language Proficiency Assessment 132 8. Generating Score Reports: Psychometric Issues to Consider 155 9. Validating Threshold Scores for English Language Proficiency Assessment Uses 182 10. Accessibility Considerations for English Learners with Disabilities in English Language Proficiency Assessments 206 SECTION III: Some Future Considerations in K–12 ELP Assessment 226 11. Using Automated Scoring in K–12 English Language Proficiency Assessments 228 12. Teachers’ Perspectives on the Use of Summative English Language Proficiency Assessments for Instructional Purposes 247 13. Toward a Model of Validity in Accountability Testing 266 Subject Index 286 1,Introduction;,2,Standards-Based,K–12,English,Language,Proficiency,Assessments,in,the,United,States;,3,The,Construct,of,English,Language,Proficiency,in,Consideration,of,College,and,Career,Readiness,Standards;,4,Innovations,and,Challenges,in,K–12,English,Language,Proficiency,Assessment,Tasks;,5,A,Review,of,Validity,Evidence,on,K–12,English,Language,Proficiency,Assessment;,6,Collaborating,with,Educators,on,the,Development,of,English,Language,Proficiency,Assessments;,7,Examining,Students’,Response,Processes,in,a,Computer-Based,English,Language,Proficiency,Assessment;,8,Generating,Score,Reports;,9,Validating,Threshold,Scores,for,English,Language,Proficiency,Assessment,Uses;,10,Accessibility,Considerations,for,English,Learners,with,Disabilities,in,English,Language,Proficiency,Assessments;,11,Using,Automated,Scoring,in,K–12,English,Language,Proficiency,Assessments;,12,Teachers’,Perspectives,on,the,Use,of,Summative,English,Language,Proficiency,Assessments,for,Instructional,Purposes;,13,Toward,a,Model,of,Validity,in,Accountability,Testing 1 Introduction,2 Standards-Based K–12 English Language Proficiency Assessments in the United States,3 The Construct of English Language Proficiency in Consideration of College and Career Readiness Standards,4 Innovations and Challenges in K–12 English Language Proficiency Assessment Tasks,5 A Review of Validity Evidence on K–12 English Language Proficiency Assessment,6 Collaborating with Educators on the Development of English Language Proficiency Assessments,7 Examining Students’ Response Processes in a Computer-Based English Language Proficiency Assessment,8 Generating Score Reports,9 Validating Threshold Scores for English Language Proficiency Assessment Uses,10 Accessibility Considerations for English Learners with Disabilities in English Language Proficiency Assessments,11 Using Automated Scoring in K–12 English Language Proficiency Assessments,12 Teachers’ Perspectives on the Use of Summative English Language Proficiency Assessments for Instructional Purposes,13 Toward a Model of Validity in Accountability Testing