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Current Issues in Language Planning Volume 15, 2014 - Issue 3: Micro Language Planning for Multilingual Education
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Original Articles

Classroom use of test accommodations: issues of access, equity, and conflation

Jamie L. SchisselTeacher Education and Higher Education, University of North Carolina at Greensboro, Greensboro, NC, USACorrespondence[email protected]
Pages 282-295 | Received 01 Jun 2013, Accepted 21 Dec 2013, Published online: 13 May 2014

Citations (17)

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Read on this site (10)

Scott E Grapin. (2023) Assessment of English Learners and Their Peers in the Content Areas: Expanding What “Counts” as Evidence of Content Learning. Language Assessment Quarterly 20:2, pages 215-234.
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Amirhossein Rasooli, Maryam Razmjoee, Joy Cumming, Elizabeth Dickson & Amanda Webster. (2021) Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study. Assessment in Education: Principles, Policy & Practice 28:3, pages 301-321.
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Jamie L. Schissel, Haley De Korne & Mario López-Gopar. (2021) Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico. International Journal of Bilingual Education and Bilingualism 24:3, pages 340-356.
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Mona Evelyn Flognfeldt, Dina Tsagari, Dragana Šurkalović & Therese Tishakov. (2020) The practice of assessing Norwegian and English language proficiency in multilingual elementary school classrooms in Norway. Language Assessment Quarterly 17:5, pages 519-540.
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Xuexue Yang. (2020) Assessment accommodations for emergent bilinguals in mainstream classroom assessments: a targeted literature review. International Multilingual Research Journal 14:3, pages 217-232.
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M. Prilutskaya & R. Knoph. (2020) Research on three L2 writing conditions: Students’ perceptions and use of background languages when writing in English. Cogent Education 7:1.
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Fauve De Backer, Stef Slembrouck & Piet Van Avermaet. (2019) Assessment accommodations for multilingual learners: pupils’ perceptions of fairness. Journal of Multilingual and Multicultural Development 40:9, pages 833-846.
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Jamie L. Schissel, Constant Leung, Mario López-Gopar & James R. Davis. (2018) Multilingual learners in language assessment: assessment design for linguistically diverse communities. Language and Education 32:2, pages 167-182.
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Corinne A. Seals & Joy Kreeft Peyton. (2017) Heritage language education: valuing the languages, literacies, and cultural competencies of immigrant youth. Current Issues in Language Planning 18:1, pages 87-101.
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Francis M. Hult & Marie Källkvist. (2016) Global flows in local language planning: articulating parallel language use in Swedish university policies. Current Issues in Language Planning 17:1, pages 56-71.
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Articles from other publishers (7)

Danielle Guzman‐Orth, Cary A. Supalo, Derrick W. Smith, Okhee Lee & Teresa King. (2021) Equitable STEM Instruction and Assessment: Accessibility and Fairness Considerations for Special Populations . ETS Research Report Series 2021:1, pages 1-16.
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David Nieto & Annie Nguyen. (2021) Strategizing assessment to support emerging bilingual students: a focus on the home language. Multicultural Learning and Teaching 0:0.
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Joke Ysenbaert, Mieke Van Houtte & Piet Van Avermaet. (2020) Assessment policies and practices in contexts of diversity: unravelling the tensions. Educational Assessment, Evaluation and Accountability 32:2, pages 107-126.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2018) Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond. Studies in Educational Evaluation 56, pages 164-181.
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Melanie Gobert. 2018. The TESOL Encyclopedia of English Language Teaching. The TESOL Encyclopedia of English Language Teaching 1 7 .
Mary Hutchinson & Xenia Hadjioannou. (2017) The morphing assessment terrain for English learners in US schools. English Teaching: Practice & Critique 16:1, pages 110-126.
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Nelson Flores & Jamie L. Schissel. (2014) Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards-Based Reform. TESOL Quarterly 48:3, pages 454-479.
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