Evaluating Computer-Based Test Accommodations for English Learners

References

• Abedi, J. (2001). Assessment and accommodations for English language learners: Issues and recommendations (CRESST Policy Brief 4). Los Angeles, CA: Center for Research on Evaluation, Standards, and Student Testing.
   Google Scholar
• Abedi, J. (2004). The no child left behind act and English language learners: Assessment and accountability issues. Educational Researcher, 33(1), 4–14.
   Google Scholar
• Abedi, J. (2009). Computer testing as a form of accommodation for English learners. Educational Assessment, 14, 195–211.
   Google Scholar
• Abedi, J., Courtney, M., & Leon, S. (2003). Research-supported accommodation for English language learners in NAEP (CSE Rep. No. 586). Los Angeles, CA: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, and University of California Los Angeles.
   Google Scholar
• Abedi, J., & Ewers, N. (2013). Accommodations for English learners and students with disabilities: A research based decision algorithm. Retrieved from Smarter Balanced Assessment Consortium website: https://portal.smarterbalanced.org/library/en/accommodations-for-english-language-learners-and-students-with-disabilities-a-research-based-decision-algorithm.pdf
   Google Scholar
• Abedi, J., Hofstetter, C. H., & Lord, C. (2004). Assessment accommodations for English language learners: Implications for policy-based empirical research. Review of Educational Research, 74(1), 1–28.
   Web of Science ®Google Scholar
• Aguirre-Muñoz, Z. (2000). The impact of language proficiency on complex performance assessments: Examining linguistic accommodation strategies for English language learners (Doctoral dissertation, University of California at Los Angeles). Retrieved from Proquest Dissertations and Theses Full Text. (Publication No. AAT 9973171)
   Google Scholar
• American Educational Research Association, American Psychological Association, & National Council on Measurement in Education (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
   Google Scholar
• Calhoon, M. B., Fuchs, L. S., & Hamlett, C. L. (2000). Effects of computer-based test accommodations on mathematics performance assessments for secondary students with learning disabilities. Learning Disability Quarterly, 23, 271–282.
   Web of Science ®Google Scholar
• Cawthon, S. W. (2010). Assessment accommodations for English language learners: The case of former-LEPs. Practical Assessment, Research & Evaluation, 15(13).
   Google Scholar
• Cho, H., Lee, J., & Kingston, N. (2012). Examining the effectiveness of test accommodation using DIF and mixture IRT model. Applied Measurement in Education, 25, 281–304.
   Web of Science ®Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Erlbaum.
   Google Scholar
• Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Mahwah, NJ: Erlbaum.
   Google Scholar
• Dolan, R. P., Hall, T. E., Banerjee, M., Chun, E., & Strangman, N. (2005). Applying the principles of universal test design to delivery: The effect of computer-based read-aloud on test performance of high school students with learning disabilities. Journal of Technology, Learning, and Assessment, 3(7). Retrieved from http://files.eric.ed.gov/fulltext/EJ848517.pdf
   Google Scholar
• Duncan, T. G., Parent, L. R., Chen, W., Ferrara, S., Johnson, E., Oppler, S., & Shieh, Y. (2005). Study of a dual-language test booklet in eighth-grade mathematics. Applied Measurement In Education, 18, 129–161.
   Web of Science ®Google Scholar
• Fuchs, L. S., Fuchs, D., Eaton, S. B., Hamlett, C. L., & Karns, K. M. (2000). Supplementing teacher judgments of mathematics test accommodations with objective data. School Psychology Review, 29, 65–85.
   Web of Science ®Google Scholar
• Galindo, C. (2009). English language learners’ math and reading achievement trajectories in the elementary grades: Full technical report. Baltimore: University of Maryland, Baltimore County.
   Google Scholar
• Gorin, J. S. (2006). Test design with cognition in mind. Educational Measurement: Issues and Practice, 25(4), 21–35.
   Google Scholar
• Hofstetter, C. H. (2003). Contextual and mathematics accommodation test effects of English-language learners. Applied Measurement in Education, 16, 159–188.
   Web of Science ®Google Scholar
• Kim, J., & Herman, J. L. (2009). A three-state study of English learner progress. Educational Assessment, 14, 212–231.
   Google Scholar
• Koenig, J. A., & Bachman, L. F. (Eds.). (2004). Keeping score for all: The effects of inclusion and accommodation policies on large-scale educational assessments. Washington, DC: National Academies Press.
   Google Scholar
• Kopriva, R. J. (2008). Improving testing for English language learners. New York, NY: Taylor and Francis.
   Google Scholar
• Kopriva, R. J., Emick, J. E., Hipolito-Delgado, C. P., & Cameron, C. A. (2007). Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners. Educational Measurement: Issues and Practice, 26(3), 11–20.
   Google Scholar
• Pennock-Roman, M., & Rivera, C. (2011). Mean effects of test accommodations for ELLs and non-ELLs: A meta-analysis of experimental studies. Educational Measurement: Issues and Practice, 30(3), 10–28.
   Google Scholar
• Rea, L. M., & Parker, R. A. (1992). Designing and conducting survey research. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Ready, D., & Tindal, G. (2006). An investigation of language-minority children: Demographic characteristics, initial performance, and growth in achievement (CSE Technical Rep. No. 686). Los Angeles, CA: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, and University of California Los Angeles.
   Google Scholar
• Scarpati, S. E., Wells, C. S., Lewis, C., & Jirka, S. (2011). Accommodations and item-level analysis using mixture differential item functioning models. The Journal of Special Education, 45(1), 54–62.
   Web of Science ®Google Scholar
• Schnipke, D. L., & Pashley, P. J. (1997, March). Assessing subgroup differences in item response times. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
   Google Scholar
• Scrams, D. J., & Schnipke, D. L. (1999). Making use of response times in standardized tests: Are accuracy and speed measuring the same thing? Newtown, PA: Law School Admission Council.
   Google Scholar
• Sireci, S. G., & Faulkner-Bond, M. (2015). Promoting validity in the assessment of English learners. Review of Research in Education, 39, 215–252.
   Web of Science ®Google Scholar
• Sireci, S. G., Li, S., & Scarpati, S. (2003). The effects of test accommodation on test performance: A review of the literature (Center for Educational Assessment Research Report No. 485). Amherst, MA: Center for Educational Assessment, University of Massachusetts Amherst.
   Google Scholar
• Sullivan, P., Yeager, M., Chudowsky, N., Kober, N., O’Brien, E., & Gayler, K. (2005). States try harder, but gaps persist: High school exit exams. Washington, DC: Center on Education Policy.
   Google Scholar
• Thissen, D. (1983). Timed testing: An approach using item response theory. In D. J. Weiss (Ed.), New horizons in testing: Latent trait test theory and computerized adaptive testing (pp. 179–203). New York: Academic Press.
   Google Scholar
• van der Linden, W. J. (2006). A lognormal model for response times on test items. Journal of Educational and Behavioral Statistics, 31(2), 181–204.
   Web of Science ®Google Scholar
• Willner, L., Rivera, C., & Acosta, B. (2008). Descriptive study of state assessment policies for accommodating English language learners. Arlington, VA: George Washington University Center for Equity and Excellence in Education.
   Google Scholar
• Zenisky, A. L., & Baldwin, P. (2006). Using response time data in test development and validation: Research with beginning computer users (Center for Educational Assessment Report No. 593). Amherst, MA: Center for Educational Assessment, University of Massachusetts Amherst.
   Google Scholar