1,215
Views
18
CrossRef citations to date
0
Altmetric
Articles

Schools as laboratories for exploring multilingual assessment policies and practices

, &
Pages 217-230 | Received 07 Nov 2016, Accepted 14 Nov 2016, Published online: 09 Dec 2016

References

  • Abedi, J. 2014. “The Use of Computer Technology in Designing Appropriate Test Accommodations for English Language Learners.” Applied Measurement in Education 27: 261–272.
  • Abedi, J., and C. Lord. 2001. “The Language Factor in Mathematics Tests.” Applied Measurement in Education 14 (3): 219–234.
  • Abedi, J. 2003. “Standardized Achievement Tests and English Language Learners: Psychometrics Issues.” Educational Assessment 8 (3): 231–257.
  • Abedi, J., C. Lord, C. Hofstetter, and E. Baker. 2000. “Impact of Accommodation Strategies on English Language Learners’ Test Performance.” Educational Measurement: Issues and Practice 19 (3): 16–26.
  • Abedi, J., and S. Leon. 1999. Impact of Students’ Language Background on Content-Based Performance: Analyses of Extant Data. Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
  • Abedi, J., S. Leon, and J. Mirocha. 2001. Examining ELL and Non-ELL Student Performance Differences and Their Relationship to Background Factors: Continued Analyses of Extant Data. Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
  • Acosta, B. D., C. Rivera, and L. Shafer Willner. 2008. Best Practices in State Assessment Policies for Accommodating English Language lLarners: A Delphi Study. Arlington, VA: George Washington University Center for Equity and Excellence in Education.
  • Allardt, E. (1976). Dimensions of Welfare in a Comparative Scandinavian Welfare Study. Acta Sociologica 19: 227–240.
  • Antón, M. 2009. “Dynamic Assessment of Advanced Second Language Learners.” Foreign Language Annals 42: 3; ProQuest, pg. 576.
  • Armon-Lotem, S., J. de Jong, and N. Meir. 2015. Assessing Multilingual Children. Disentangling Bilingualism From Language Impairment. Bristol: Multilingual Matters.
  • Baker, C. 2006. Foundations of Bilingual Education and Bilingualism. 4th ed. Clevedon: Multilingual Matters.
  • Bandura, A. 1977. “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review 84: 191–215.
  • Blommaert, J., and P. Van Avermaet. 2008. Taal, onderwijs en de samenleving. De kloof tussen beleid en realiteit. [Language, education and society. The gap between policy and reality]. Berchem: EPO.
  • Chan, E. K. H. 2013. “Standards and Guidelines for Validation Practices: Development and Evaluation of Measurement Instruments.” In Validity and Validation in Social, Behavioral, and Health Sciences, edited by B. D. Zumbo, and E. K. H. Chan, 9–24. New York: Springer.
  • De Backer, F., L. Van Biesen, O. Agirdag, S. Slembrouck, E. Struys, P. Van Avermaet, P. Van de Craen, and M. Van Houtte. 2015. Meertaligheid als realiteit op school. Eindrapport 2015 (onuitgegeven onderzoeksrapport in opdracht van het Vlaams Ministerie van Onderwijs & Vorming). [Multilingualism as a reality in school. Final report 2015 (unpublished research report funded by the Flemish Ministery of Education)]. Gent & Brussel: Universiteit Gent & Vrije Universiteit Brussel.
  • Educational Testing Service (ETS). 2009. Guidelines for the Assessment of English Language Learners. https://www.ets.org/s/about/pdf/ell_guidelines.pdf Retrieved on 8-7-2015.
  • Haag, N., B. Heppt, P. Stanat, P. Kuhl, and H. A. Pant. 2013. “Second Language Learners’ Performance in Mathematics: Disentangling the Effects of Academic Language Features.” Learning and Instruction 28: 24–34.
  • Halle, T. G., J. V. Whittaker, M. Zepeda, L. Rothenberg, R. Anderson, P. Daneri, J. Wessel, and V. Buysse. 2014. “The Social-Emotional Development of Dual Language Learners: Looking Back at Existing Research and Moving Forward With Purpose.” Early Childhood Research Quarterly 29: 734–749.
  • Han, W. J. 2010. “Bilingualism and Socioemotional Well-Being.” Children and Youth Services Review 32: 720–731.
  • Hattie, J., J. Biggs, and N. Purdie. 1996. “Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis.” Review of Educational Research 66 (2): 99–136.
  • Hattie, J., and H. Timperley. 2007. “The Power of Feedback.” Review of Educational Research March 2007 77 (1): 81–112. doi:10.3102/003465430298487
  • Heppt, B., N. Haag, K. Böhme, and P. Stanat. 2014. “The Role of Academic-Language Features for Reading Comprehension of Language-Minority Students and Students from Low-SES Families.” Reading Research Quarterly 50 (1): 61–82. doi:10.1002/rrq.83
  • Holland, P. W., and H. Wainer, eds. 1993. Differential Item Functioning. Hillsdale, NJ: Erlbaum.
  • Kane, M. T. 2013. “Validating the Interpretations and Uses of Test Scores.” Journal of Educational Measurement 50 (1): 1–73.
  • Kieffer, M. J., N. K. Lesaux, M. Rivera, and D. J. Francis. 2009. “Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-analysis on Effectiveness and Validity.” Review of Educational Research 79 (3): 1168–1201.
  • Konu, A., and M. Rimpelä. 2002. “Well-being in Schools – a Conceptual Model.” Health Promotion International 17: 79–87.
  • Levin, T., and E. Shohamy. 2008. “Achievement of Immigrant Students in Mathematics and Academic Hebrew in Israeli School: A Large Scale Evaluation Study.” Studies in Educational Evaluation 34: 1–14.
  • Martiniello, M. 2008. “Language and the Performance of English-Language Learners in Math Word Problems.” Harvard Educational Review 78 (2): 333–368.
  • Menken, K. 2010. “NCLB and English Language Learners: Challenges and Consequences.” Theory into Practice 49 (2): 121–128. doi:10.1080/00405841003626619
  • Menken, K., and E. Shohamy. 2015. “Invited Colloquium on Negotiating the Complexities of Multilingual Assessment, AAAL Conference 2014.” Language Teaching 48 (3): 421–425. doi:10.1017/S0261444815000166
  • Messick, S. 1989. “Validity.” In Educational Measurement, edited by R. L. Linn. 3rd ed., 13–103. New York: Macmillan.
  • Messick, S. 1995. Test Validity and the Ethics of Assessment. Princeton, NJ: Educational Testing Service.
  • Mueller-Gathercole, V. C. 2013. Solutions for the Assessment of Bilinguals. Bristol: Multilingual Matters.
  • Pulinx, R., O. Agirdag, P. Van Avermaet. 2014. “Taal en onderwijs: Percepties en praktijken in de klas.” In Oprit 14: Naar een schooltraject zonder snelheidsbeperkingen [Language and education: Perceptions and practices in classroom. In Oprit 14: Towards a school trajectory without speed limits], edited by N. Clycq, C. Timmerman, P. Van Avermaet, J. Wets, and P. Hermans, 97–133. Gent: Academia Press.
  • Ramaut, G., S. Sierens, K. Bultynck, P. Van Avermaet, K. Van Gorp, S. Slembrouck, and M. Verhelst. 2013. Evaluatieonderzoek van het project ‘Thuistaal in onderwijs’ (2009–2012): Eindrapport. (onuitgegeven onderzoeksrapport) [Evaluation research of the project 'Home language in education (2009-2012): Final report. (unpublished research report)]. Gent: Universiteit Gent & KU Leuven.
  • Shohamy, E., O. Inbar-Lourie, and M. E. Poehner. 2008. Investigating Assessment Perceptions and Practices in the Advanced Foreign Language Classroom (Report No. 1108). University Park, PA: Center for Advanced Language Proficiency Education and Research.
  • Shohamy, E. 2011. “Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies.” The Modern Language Journal 95 (3): 418–429. doi:10.1111/j.1540-4781.2011.01210.x
  • Sierens, S., and P. Van Avermaet. 2014. “Language Diversity in Education: Evolving From Multilingual Education to Functional Multilingual Learning.” In Managing Diversity in Education: Languages, Policies, Pedagogies, edited by D. Little, C. Leung, and P. Van Avermaet, 204–222. Bristol: Multilingual Matters.
  • Sireci, S., S. Li, and S. Scarpati. 2003. The Effects of Test Accommodation on Test Performance: A Review of the Literature (Report No. 485). Amherst, MA: University of Massachusetts Amherst, Center for Educational Assessment Research.
  • Slembrouck, S., and K. Rosiers. forthcoming. “Translanguaging: A Matter of Sociolinguistics, Pedagogics and Interaction?" In The Multilingual Edge of Education, edited by P. Van Avermaet, S. Slembrouck, K. Van Gorp, S. Sierens, and K. Maryns. London: PalgraveMacmillan.
  • Solano-Flores, G. 2008. “Who Is Given Tests in What Language by Whom, When, and Where? The Need for Probabilistic Views of Language in the Testing of English Language Learners.” Educational Researcher 37 (4): 189–199.
  • Tierney, R. D. 2013. “Fairness in Classroom Assessment.” In Sage Handbook of Research on Class-room Assessment, edited by J. H., McMillan, 125–141. Thousand Oaks, CA: Sage.
  • Van Avermaet, P., and S. Sierens. 2010. “Taaldiversiteit in het onderwijs: van meertalig onderwijs naar functioneel veeltalig leren [Language diversity in education: from multilingual education to functional multilingal learning].” In Goed Gegokt? Reflecties Op Twintig Jaar Gelijke-onderwijskansenbeleid in Vlaanderen [Goed gegokt? Reflections on twenty year of equal educational opportunities policy in Flanders], edited by P. Van Avermaet, K. Van den Branden, and L. Heylen, 45–64. Antwerpen: Garant Uitgevers.
  • Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
  • Wigglesworth, G., J. Simpson, and D. Loakes. 2000. Naplan Language Assessments for Indigenous Children in Remote Communities: Issues and Problems, 320–343. Retrieved January 27th, 2014 from http://www.nla.gov.au/openpublish/index.php/aral/article/viewFile/2280/2741
  • Wolf, M. K., S. M. Chang, H. Jung, T. Farnsworth, P. L. Bachman, J. Nollner, and H. W. Shin. 2008. Providing Validity Evidence to Improve the Assessment of English Language Learners. CRESST Report 738. Chapter 1: An Investigation of the Language Demands in States’ Content-area and English Language Proficiency Tests. Los Angeles: CRESST, University of California.
  • Wolf, M. K., J. Kim, and J. Kao. 2012. “The Effects of Glossary and Read-aloud Accommodations on ELL Performance on a Mathematics Assessment.” Applied Measure in Education 25 (4): 347–374.
  • Wright, W. E., and X. Li. 2008. “High-stakes Math Tests: How No Child Left Behind Leaves Newcomer English language Learners Behind.” Language Policy 7 (3): 237–266. doi:10.1007/s10993-008-9099-2
  • Young, J. W., Y. Cho, G. Ling, F. Cline, J. Steinberg, and E. Stone. 2008. “Validity and Fairness of State Standards-Based Assessments for English Language Learners.” Educational Assessment 13: 170–192.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.