Language Accommodations for English Language Learners in Large-Scale Assessments: Bilingual Dictionaries and Linguistic Modification

On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments

“…Despite the inconsistent evidence supporting linguistic modification, some evidence suggests that linguistically modified tests may be a viable accommodation for older ELs (e.g., Abedi, Courtney, Mirocha, Leon, & Goldberg, 2005) and for those with a higher level of English proficiency (e.g., Kiplinger, Haug, & Abedi, 2000). This effect may be due to the level of complexity involved in tests administered to grade 8 students (e.g., more advanced level of discourse, higher level of content domain) versus those administered to grade 4 students.…”

“…The words included in the customized dictionary typically are not content-related (i.e., non-mathematical terms are used when taking a mathematics test), reducing the risk of adversely influencing construct-related validity. Several studies have found positive results with the use of customized and bilingual dictionaries, with effectiveness and little influence on validity being seen at various grade levels (e.g., Abedi et al, 2005;Abedi, Lord, Kim, & Miyoshi, 2001;Albus, Thurlow, Liu, & Bielinski, 2005). Abedi and Ewers (2013) expressly stated that unedited dictionaries should be avoided, as they have a high potential to affect the construct being measured and they are an inherently difficult accommodation to use (especially for younger students).…”

“…Abedi et al (2005) stated that the development of a customized dictionary is a complex and timeconsuming task for school and test administrators. Careful attention must be paid when preparing the dictionary to avoid the inclusion of content-specific terms.…”

“…Abedi and Ewers (2013) expressly stated that unedited dictionaries should be avoided, as they have a high potential to affect the construct being measured and they are an inherently difficult accommodation to use (especially for younger students). Abedi et al (2005) assessed students on their comprehension of scientific concepts and their reading comprehension in an experimental study. Students were randomly assigned to either an original version of the test or an accommodation condition that included an English or bilingual dictionary or a linguistically modified version of the assessments.…”

Teacher Collaboration and Latinos/as’ Mathematics Achievement Trajectories

“…It is the most widely used instrument in the last 20 years for classifying school children according to English-language proficiency (Roberts and Bryant 2011). 4. We recognize the limitations of using IRT scores given that measurement of language factors unrelated to the construct could affect the validity of assessments, particularly for English language learners (Abedi 2002;Abedi et al 2005).…”