Accountability-assessment under No Child Left Behind: Agenda, practice, and future

Deville, Craig; Chalhoub‐Deville, Micheline

doi:10.1177/0265532211400876

Cited by 19 publications

(11 citation statements)

References 9 publications

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“…Bailey and Huang () attribute these gaps to test developers' lack of understanding about academic language, resulting in ELP tests of little predictive value. Regardless of such concerns, ELP scores are factored into schools' accountability ratings in certain states, placing schools under pressure to expedite language learning and somehow increase the numbers of students scoring proficient on ELP assessments (Deville & Chalhoub‐Deville, ). While U.S. states have begun aligning ELP standards to the CCSS, concerns outlined here regarding ELP assessment have not been addressed, and existing accountability systems remain, as states move into the assessment phase of CCSS implementation.…”

Section: Standards‐based Language Assessment In the United States: A mentioning

confidence: 99%

Symposium: Language Assessment in Standards‐Based Education Reform

2014

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SYMPOSIUMThis symposium brings together international scholars to discuss issues arising from current practices in the design and use of language assessments for students designated as English language learners in standards-based contexts. We asked each of the contributors to comment on a particular aspect of language assessment, with a particular focus on validity. The authors use England and the United States as two case studies to demonstrate ways in which this topic is highly relevant to current and future scholarship and policy in TESOL. This symposium article, to which three authors contribute distinct parts, presents the rationale for standards-based language assessment and examines both the uses and misuses of language assessments in English-speaking countries that are engaged in standards-based education reform. Specifically, they focus on the assessment of emergent bilinguals (also referred to as English language learners or English as an additional language students). The first part lays out the intentions and challenges of standards-based language assessment for emergent bilinguals, focusing on validity concerns. The second part describes classroom-based teacher-led assessments of emergent bilinguals in England, which carry high stakes along with the national standardized tests. This contrasts with what is happening in the United States where, as the third part describes, the main focus is on high-stakes standardized testing for purposes of accountability. In

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Section: Standards‐based Language Assessment In the United States: A mentioning

confidence: 99%

Symposium: Language Assessment in Standards‐Based Education Reform

2014

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“…Preparing students for exams has recently received substantial interest given the growing increase in using test scores for accountability purposes (Deville & Chalhoub‐Deville, ). For example, the No Child Left Behind Act and recently the Common Core State Standards in the United States, which usually associate school quality with performance of students on standardized exams, have resulted in more pressures on teachers to prepare their students for exams.…”

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confidence: 99%

Test Preparation in the Accountability Era: Toward a Learning‐Oriented Approach

Gebril

2016

TESOL Journal

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The article introduces a learning-oriented approach to test preparation that could help in easing the tension between learning and assessment. The first part of the article discusses the different concepts that are usually used in the context of test preparation. The second section reports on the literature pertaining to the effects of test preparation on teaching, learning, and test performance. The article also attempts to differentiate between appropriate and unhealthy practices and show the intricate differences between these concepts. In conclusion, the author suggests a number of guidelines for different stakeholders about how to conduct test preparation activities effectively and how to avoid the common pitfalls when carrying out this task. These guidelines focus specifically on how to develop and carry out test preparation activities that are learning-oriented, how to develop assessment tasks that discourage inappropriate test preparation practices, and how to use strategies for promoting professionally sound test preparation activities.

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“…In the United States, this issue emerges in relation to the No Child Left Behind legislation. (See further discussion later and Deville & Chalhoub–Deville, , for a critical discussion.) For language/s education, there are debates about whether and when languages are core or non‐core subjects.…”

Section: Goals As Specifications Of Achievement: ‘Standards’ ‘Levelsmentioning

confidence: 98%

Reconceptualizing the Nature of Goals and Outcomes in Language/s Education

Leung

Scarino

2016

The Modern Language Journal

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Transformations associated with the increasing speed, scale, and complexity of mobilities, together with the information technology revolution, have changed the demography of most countries of the world and brought about accompanying social, cultural, and economic shifts (Heugh, ). This complex diversity has changed the very nature of communication within and across languages, in society in general, and in education. These changes in turn require a reconceptualization of our approach to language/s education in ways that recognize a diversity of goals for people from different backgrounds, people who are learning a variety of languages in diverse settings and who may be interested in developing different capabilities and achieving different outcomes. In this article, we address the reconceptualization of the goals and outcomes of learning additional languages and processes for their formulation and realization. We will make explicit the educational values that underpin our position. Recognizing the immense diversity that the learning of additional languages in diverse contexts encompasses, our consideration is necessarily conceptual. The point of departure for our discussion is communicative language teaching, the dominant paradigm for language teaching for the past 40 years. We briefly trace its historical development and provide an account of some of the conceptual and theoretical expansions since its initial formulation. In light of this expansion we then discuss goals for learning additional languages by: (a) reaffirming the multilingual character of communication and learning to communicate, focusing on the exchange of meaning, (b) (re‐)inserting the importance of personal development and aesthetics, and (c) recognizing the centrality of reflectivity and reflexivity in communication and learning to communicate. We conclude with a set of principles that are intended to capture the expanded nature of goals and their rendering for the purposes of teaching and learning.

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Accountability-assessment under No Child Left Behind: Agenda, practice, and future

Cited by 19 publications

References 9 publications

Symposium: Language Assessment in Standards‐Based Education Reform

Symposium: Language Assessment in Standards‐Based Education Reform

Test Preparation in the Accountability Era: Toward a Learning‐Oriented Approach

Reconceptualizing the Nature of Goals and Outcomes in Language/s Education

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