Accommodations Research

CEEE research around assessment policies for English language learners has resulted in major national studies designed to build an understanding of states' strategies for including this student group.

• State Assessment Policy and Practice for English Language Learners: A National Perspective
  This volume contains the following studies:
  

1. Analysis of State Assessment Policies Regarding Accommodations for ELLs
2. A Survey and Description of Test Translation Practices
3. Examination of State Practices for Reporting Participation and Performance of English Language Learners in State Assessment
   
   
Format: Book | Pages: 496 | Copyright: 2006

To order Paper, Cloth

• An Analysis of State Policies for the Inclusion and Accommodation of English Language Learners in State Assessment Programs during 1998-1999

  Format: Book | Pages: 394 | Copyright: 2000
  
  The book can be purchased directly from CEEE.




In addition, the 2001 report is supplemented by an online database that includes three search engines: Search State Policies - This search presents a list of general policy items such as "State has a policy regarding inclusion/exemption." Selecting policy items from the list and pressing the search button returns a list of states that address the policy items selected. Search Inclusion and Accommodation Decision and Criteria - This search presents a list of decision makers such as students, parents, and teachers as well as a list of criteria such as time in U.S. and time in state's schools. The decision and criteria items can be applied to either inclusion/exemption policy or accommodation policy. Search Accommodation Policies - This search presents a list of accommodations and allows the user to specify whether a certain accommodation is allowed on some components, all components, or not at all. This section also allows the user to specify whether or not state policy indicates that scores are reported when different accommodations are used.

 

• The Effects of Linguistic Simplification of Science Test Items on Performance of Limited English Proficient and Monolingual English-Speaking Students
  
  Format: PDF | Pages: 25 | Copyright: 2001

  The purpose of the study was to determine whether linguistic simplification of science items provides an unfair advantage to students who take the simplified version. This experimental study examined the effects of linguistic simplification of fourth and sixth grade science test items on the Delaware state assessment. At each grade level, four experimental 10-item testlets were included on an operational stateside assessment. Two testlets contained regular (non-simplified test items) and two contained simplified test items. The testlets were randomly assigned through the spiraling of test booklets to ELLs and English proficient students taking the Delaware state assessment.
  
  The results of the study provided evidence that linguistic simplification was not a threat to score comparability. The study findings also had implications for use of the linguistic simplification accommodation in subject areas other than science. In addition to the study report, a training manual on the linguistic simplification process was developed for use by the DE DOE to help item writers and teachers phrase science items in ways that meaningful and understandable to ELLs. The final report is scheduled for completion in July 2001.