Inclusion of Students with Limited English Proficiency in NAEP [electronic resource] : Classification and Measurement Issues / Jamal Abedi.
Research reports major concerns over classification and measurement for students with limited English proficiency (LEP). Poor operational definition of the English language proficiency construct and validity concerns on the existing language proficiency tests are among these issues. Decisions on inc...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2004.
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MARC
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| 100 | 1 | |a Abedi, Jamal. |0 http://id.loc.gov/authorities/names/no2003128006 |1 http://isni.org/isni/0000000044510177. | |
| 245 | 1 | 0 | |a Inclusion of Students with Limited English Proficiency in NAEP |h [electronic resource] : |b Classification and Measurement Issues / |c Jamal Abedi. |
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| 500 | |a Abstractor: Author. |5 ericd. | ||
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| 520 | |a Research reports major concerns over classification and measurement for students with limited English proficiency (LEP). Poor operational definition of the English language proficiency construct and validity concerns on the existing language proficiency tests are among these issues. Decisions on including LEP students in large-scale assessments such as the National Assessment of Educational Progress (NAEP) may be directly influenced by some of these factors, poor relationship between the existing LEP classification codes with English proficiency and achievement test scores raises concern over the validity of the LEP classification system. These factors have contributed to inconsistencies in LEP classification across districts and states. Criteria used for the inclusion of LEP students in NAEP need to be more objectively defined. Based on the recommendations of existing research, the appropriate levels of English language proficiency for participation in NAEP should be determined by reliable and valid English language proficiency measures. With funding through a competitive bidding process authorized under the No Child Left Behind section on "Enhanced Assessment Instruments." there are national efforts currently underway in developing English proficiency tests that can be used to provide valid measures of students' level of English proficiency. These efforts should be guided by the relevant theory and research findings; otherwise past problems relating to validity of English proficiency tests may recur. Multiple criteria including valid and reliable measures of students' level of English proficiency could help with a more consistent decision-making process for inclusion of LEP students. [This paper was commissioned by the National Assessment Governing Board (NAGB) to serve as background information for conference attendees at the NAGB Conference on Increasing the Participation of SD and LEP Students in NAEP.] | ||
| 524 | |a National Assessment Governing Board. |2 ericd. | ||
| 650 | 0 | 7 | |a Limited English Speaking. |2 ericd. |
| 650 | 0 | 7 | |a Achievement Tests. |2 ericd. |
| 650 | 0 | 7 | |a Validity. |2 ericd. |
| 650 | 0 | 7 | |a Classification. |2 ericd. |
| 650 | 0 | 7 | |a Language Proficiency. |2 ericd. |
| 650 | 0 | 7 | |a Language Tests. |2 ericd. |
| 650 | 0 | 7 | |a Student Participation. |2 ericd. |
| 650 | 0 | 7 | |a National Competency Tests. |2 ericd. |
| 650 | 0 | 7 | |a Measurement. |2 ericd. |
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