Testing Accommodations for English Language Learners-Katalina Perez

Testing Accommodations for English Language Learners-Katalina Perez

1. Purpose of Testing Accommodations for English Language Learners

   • Testing accommodations promote equity and validity in assessment
     • For English Language Learners, accomodations provide an opportunity to show their skill despite language limitations
       • Reducing or eliminating construct-irrelevant variance increases test validity
         • Language proficiency should not be evaluated unless it is the objetive of the test

2. Testing Accommodations objectives

   • They are intended to benefit examinees that require them while having little to no impact on the performance of students who do not need them
     • Testing accommodations require further research

3. Testing Accommodations

   • Changes in the assessment environment or process that do not fundamentally alter what the assessment measures

4. Testing Modifications

   • Changes in the assessment environment or process that may fundamentally alter what the assessment measures

5. Identifying Students Eligible for Accommodations

   • There are no uniform guidelines or policies at the federal level regarding the use of accommodations
     • For students with disabilities, eligibility for accommodations is part of a student’s Individualized Education Plan (IEP)
       • ELLs who regularly use accommodations in the classroom are usually eligible to use the same accommodations in testing situations

6. Created by Katalina Perez

7. Identifying Accommodations

   • Direct linguistic support accommodations
     • involve adjustments to the language of the test
       • E.g. providing a translated or adapted version of the test in the student’s native language or providing test directions orally in the student’s native language
   • Indirect linguistic support accommodations
     • involve adjustments to the conditions under which a test is administered
       • E.g. extended testing time or having the test administered individually or in small groups

8. When Accommodations Should Be Used

   • There are no standards, just factors
     • Students’ proficiency in English as well as in their native language
       • Academic subjects being assessed
         • Student’s familiarity with the accommodations
           • The language in which the student receives instruction, and the range of available accommodations for examinees