Enhancing Standard-Based Validity for ELL Population: A Perspective From Correspondence Between Standards

Related Content
Author
Author
Lin, Chih-Kai (Cary); Zhang, Jinming
Journal
TESOL Quarterly
Details
Resource Type
Journal
Acquisition Number
BE025222
Published Date
01-12-2015 2:55 PM
Published Year
2013
Number of Pages
12
Language(s)
Subscription Only
No
Abstract
Assessment-to-standards alignment in the standard-based assessment system typically can be evaluated by conducting item reviews, during which a panel of content experts looks for matches between test items and target content standards (Sireci, 1998). In the context of assessing the content knowledge of English language learners (ELLs) under the No Child Left Behind Act (2002), the notion of content alignment has been broadened to include correspondence between English language proficiency (ELP) standards and academic content standard. Clearly, proficiency in disciplinary language, defined here as aspects of language use closely tied to academic discipline, is relevant to ELLs' learning content knowledge such as in mathematics.
Topics
Standards
Language Proficiency
Federal Policy
English Learners
English Learners
Assessment
Assessment
Academic Language