Accommodation Strategies for English Language Learners on Large-Scale Assessments: Student Characteristics and Other Considerations

Standardized assessment of the content knowledge of English language learners K-12: current trends and old dilemmas

“…Source: Butler and Stevens, 1997a: 6 that they have been implemented with good intentions but without an empirical base that demonstrates whether using them makes any significant difference in the performance of ELLs on large-scale content tests (Spicuzza et al, 1996;Butler and Stevens, 1997a). Also, there is very little uniformity in how they are used or in who makes the decisions about their use (Abedi and Leon, 1999).…”

“…A growing body of research is exploring the use of test accommodations with ELLs on content assessments (Butler and Stevens, 1997a;Abedi et al, 1998;Castellon-Wellington, 1999;Abedi et al 2000b;Aguirre-Munoz, 2000). This approach with ELLs follows from the use of test accommodations for students with disabilities.…”

“…This approach has recently been classified as a type of test accommodation. Generally, however, there are two approaches to developing first language assessments for ELLs: 1) developing an assessment parallel to the English assessment where specifications help to assure that the same concepts are being tested through the use of authentic materials in each language; and 2) translating the English assessment into the first language(s) (Butler and Stevens, 1997a).…”

Accountability by Assumption: Implications of Reform Agendas for Teacher Preparation

“…Ultimately, the lack of significant research on standards-based reform and its impact on ELL students promotes the assumption that what is good for native English speakers must be good for ELLs such as many Hispanic and Latino students (August & Hakuta, 1997;Butler & Stevens, 1997;National Clearinghouse for Bilingual Education, 1997;Zehler et al, 1994). This "universal" student concept does not address the equity issues that are fundamental to our educational system wherein the mantra seems to be that "all students can learn."…”

Standards-Based Assessment for English Language Learners

“…Butler and Stevens (1997) listed a number of possible accommodations for limited English proficient students under each category. Modifications of the test might include assessment in the native language, changes in vocabulary to reflect more high-frequency terms, modification of grammatical complexity, addition of visual supports, such as pictures or objects, use of glossaries in the native language, use of glossaries in English, linguistic modification of test directions, and additional example items.…”