Research-supported accommodation for English language learners in NAEP

Abedi, Jamal; Courtney, Mary D.; Leon, Seth

doi:10.1037/e647282011-001

Cited by 26 publications

(44 citation statements)

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“…At the test aggregate level, consistent and recommended accommodation decision making is critical to the validity of score comparisons across schools, programs, districts, and populations of students (Fuchs et al, 2000; Hollenbeck, Tindal, & Almond, 1998; Kopriva, 2000). There has been a strong call for more systematic methods associated with selecting appropriate large‐scale test accommodations for students in special populations (e.g., Abedi et al, 2003; Kopriva & Mislevy, 2001; Thurlow, Elliott, & Ysseldyke, 2003). Our results provide empirical support for the need to reexamine the current methods of assigning accommodations and suggest that individual characteristics need to be considered.…”

Section: Resultsmentioning

confidence: 99%

“…Questions of how to incorporate ELLs into large‐scale academic accountability systems have yet to be completely answered, although the usage of testing accommodations has been viewed as a key method to meaningfully incorporate ELLs into these assessments (Butler & Stevens, 2001; Rivera & Stansfield, 2003). Unfortunately, however, research on testing accommodations has yielded mixed results regarding their overall effectiveness with ELLs (Abedi, 2001; Abedi, Courtney, & Leon, 2003; Emick, Kopriva, Chen, Mislevy, & Carr, 2006; Mann, Emick, Cho, & Kopriva, 2006).…”

Section: Validity Of Accommodation Assignmentsmentioning

confidence: 99%

“…To the extent that this population was properly included in statewide assessments, it was argued that the growth of ELLs' academic achievement could be systematically evaluated across schools, separately and in comparison to other groups. In order to support the learning of ELLs and others, targeted policies based on disaggregated but comparable results could be implemented and evaluated (Abedi et al, 2003; Lara & August, 1996).…”

Section: Need For Systematic Assignment Of Test Accommodations With Ellsmentioning

confidence: 99%

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Do Proper Accommodation Assignments Make a Difference? Examining the Impact of Improved Decision Making on Scores for English Language Learners

Kopriva¹,

Emick

Hipolito‐Delgado³

et al. 2007

Educational Measurement

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Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English language learners (ELLs) and that little difference was reported between students receiving incomplete or not recommended accommodations and no accommodations whatsoever. A sample of third and fourth grade ELLs in South Carolina (N = 272) were randomly assigned to various types of test accommodations on a mathematics assessment. Results indicated that those students who received the appropriate test accommodations, as recommended by a version of a computerized accommodation taxonomy for ELLs (the selection taxonomy for English language learners accommodations; STELLA), had significantly higher test scores than ELLs who received no accommodations or those who received incomplete or not recommended accommodation packages. Additionally, students who were given no test accommodations scored no differently than those students that received accommodation packages that were incomplete or not recommended, given the students' particular needs and challenges. These findings are important in light of research and anecdotal reports that suggest a general lack of systematicity in the current system of assigning accommodations and a tendency to give all available accommodations regardless of individual child characteristics. The results also have important implications for how future accommodation research should be structured to determine the benefits of particular accommodations and accommodation packages. This study would suggest that control and treatment groups should be assembled based on specific student needs in order for direct comparisons to be made.

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Section: Resultsmentioning

confidence: 99%

Section: Validity Of Accommodation Assignmentsmentioning

confidence: 99%

Section: Need For Systematic Assignment Of Test Accommodations With Ellsmentioning

confidence: 99%

See 1 more Smart Citation

Do Proper Accommodation Assignments Make a Difference? Examining the Impact of Improved Decision Making on Scores for English Language Learners

Kopriva¹,

Emick

Hipolito‐Delgado³

et al. 2007

Educational Measurement

View full text Add to dashboard Cite

show abstract

“…Furthermore, multiple studies have failed to find a significant effect for customized dictionaries. For example, Abedi (2009;presented in more detail in Abedi, Courtney, & Leon, 2003b) found that customized dictionaries had only a slightly positive effect for ELs. The authors found that dictionaries had almost no effect on grade 4 ELs' scores and a nonsignificant effect on grade 8 ELs' scores.…”

Section: Dictionariesmentioning

confidence: 99%

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

Cohen

Tracy

Cohen

2017

Applied Measurement in Education

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“…Although Kieffer et al categorized the study by Abedi, Courtney, and Leon (2003b) as quasi‐experimental, it did meet our criterion for experimental design. Specifically, Abedi, Courtney, and Leon (2003b, p. 27) stated that a “process was developed to ensure that the test materials and accommodations were distributed efficiently and randomly [italics added], yet as evenly as possible, among both the ELL and non‐ELL students” (p. 27). Their Figures 1 and 2 (Abedi et al, 2003b, p. 29) diagram this process.…”

Section: Methodsmentioning

confidence: 99%

Mean Effects of Test Accommodations for ELLs and Non-ELLs: A Meta-Analysis of Experimental Studies

Pennock-Román

Rivera

2011

Educational Measurement: Issues and Practice

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The objective was to examine the impact of different types of accommodations on performance in content tests such as mathematics. The meta‐analysis included 14 U.S. studies that randomly assigned school‐aged English language learners (ELLs) to test accommodation versus control conditions or used repeated measures in counter‐balanced order. Individual effect sizes (Glass's d) were calculated for 50 groups of ELLs and 32 groups of non‐ELLs. Individual effect sizes for English language and native language accommodations were classified into groups according to type of accommodation and timing conditions. Means and standard errors were calculated for each category. The findings suggest that accommodations that require extra printed materials need generous time limits for both the accommodated and unaccommodated groups to ensure that they are effective, equivalent in scale to the original test, and therefore more valid owing to reduced construct‐irrelevant variance. Computer‐administered glossaries were effective even when time limits were restricted. Although the Plain English accommodation had very small average effect sizes, inspection of individual effect sizes suggests that it may be much more effective for ELLs at intermediate levels of English language proficiency. For Spanish‐speaking students with low proficiency in English, the Spanish test version had the highest individual effect size (+1.45).

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Research-supported accommodation for English language learners in NAEP

Cited by 26 publications

References 0 publications

Do Proper Accommodation Assignments Make a Difference? Examining the Impact of Improved Decision Making on Scores for English Language Learners

Do Proper Accommodation Assignments Make a Difference? Examining the Impact of Improved Decision Making on Scores for English Language Learners

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

Mean Effects of Test Accommodations for ELLs and Non-ELLs: A Meta-Analysis of Experimental Studies

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