ELL Corner: How to Modify Test Items for ELLs; What Research Says (Part 3 of 3)

This article is the third of a three-part series examining whether the language used in mathematics items on the National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to ensure more equitable assessment experiences for ELs. This last article provides explicit examples of how to linguistically modify mathematics test items to minimize linguistic barriers to ELs' ability to demonstrate their mathematical knowledge and skills.