Mahoney, K. (2024). The assessment of multilingual learners: Supporting English language learners. Multilingual Matters.
https://research.ebsco.com/linkprocessor/plink?id=9a297260-6e6f-338e-b270-10e6eef43a75
Read Chapter 3: Validity
This chapter explores the concept of validity in assessing multilingual learners (MLs), emphasizing the shift from validating tests themselves to validating how test scores are used. It highlights the dangers of construct-irrelevant variance (CIV), which can introduce bias when unrelated factors, such as language proficiency, impact test scores. The chapter discusses the social consequences of test-use, including unfair classification of multilingual learners and the inappropriate use of achievement tests to evaluate teachers. It stresses the importance of educators recognizing bias and ensuring assessments accurately reflect student achievement rather than linguistic or cultural barriers.
Rassen, E., White, M., Newell, M., & Rodriguez-Kiino, D. (2021). Assessment measures for English as a second language students in college: Summary of relevant literature. The RP Group. https://eric.ed.gov/?id=ED612009
In this article, the authors evaluate various methods, including writing samples and essays, guided or directed self-placement, questionnaires, the Test of English as a Foreign Language (TOEFL), and International Baccalaureate (IB) program transcripts. Findings suggest that combining writing assessments with high school data offers a more accurate evaluation of ELL students' abilities compared to standardized multiple-choice tests. The report emphasizes the importance of utilizing multiple assessment measures to ensure appropriate course placement, thereby enhancing ELL students' chances of academic success.
Kosiewicz, H., Morales, C., & Cortes, K. E. (2023). The “missing English Learner” in higher education: How identification, assessment, and placement shape the educational outcomes of English Learners in community colleges. In Higher education: Handbook of theory and research, 39, 1-55. Springer, Cham. https://link.springer.com/content/pdf/10.1007/978-3-031-32186-3_7-1.pdf
In this article, the authors address the challenges and considerations related to English learners in higher education. They include recommendations for policy and future research, suggesting a focus on improving educational outcomes for this population.
Powers, K., & An, S. (2023). Math placement of language minority high school students. Journal of Mathematics Education, 16(1), 26-41. https://journalofmathed.scholasticahq.com/article/116548-math-placement-of-language-minority-high-school-students/attachment/223963.pdf
In this article, the authors examine how initial math course placement affects the academic success of language-minority immigrant high school students (LMIHS). The study suggests that to ensure accurate math course placement, schools should use simplified English instructions, incorporate multiple native languages in placement tests, and assess students at least twice during initial math placement.
Kim, A. A., Ho, P., Beck, J., Kim, H., Chapman, M., & Glick, A. (2023). English learner identification of kindergarten learners: Implementing WIDA screener for kindergarten. https://wida.wisc.edu/sites/default/files/resource/English-Learner-Identification-Kindergarten-Learners.pdf
The authors of this study highlight the variability in Home Language Surveys (HLS) and English Language Proficiency (ELP) screeners across different states and districts, which can lead to inconsistencies in EL identification. It also addresses challenges specific to screening young learners, such as their developmental needs and the appropriateness of assessing certain language domains. They emphasize the importance of using developmentally appropriate assessments, like the WIDA Screener for Kindergarten, and suggest that states and districts should consider standardizing identification procedures to ensure equitable and accurate identification of EL students.
Lurz, K. K., & Walsh, N. (2022). Developing equitable elementary classroom placement routines. International Online Journal of Primary Education, 11(1), 1-19. https://dergipark.org.tr/en/download/article-file/2502696#page=9
In this article, the authors focus on the impact of placement procedures on student equity. Using a survey research design, the authors examined the student data points teachers found most meaningful and effective. Findings suggest that teachers value intervention data over narrative or subjective information. Findings suggest that placement procedures should be linked to existing Multi-Tiered System of Support (MTSS) structures to address issues of student equity and achievement effectively.
The TOEFL is a standardized test to measure the English language ability of non-native speakers wishing to enroll in English-speaking universities. Many English-speaking, academic, and professional institutions accept the test. TOEFL is a trademark of the Educational Testing Service (ETS), a private non-profit organization that designs and administers the tests. TOEFL is one of the two major English language tests in the world.
The IELTS is an international standardized test of English language proficiency for non-native English language speakers. IELTS is jointly managed by the British Council, IDP: IELTS Australia, and Cambridge English Language Assessment. IELTS is one of the major English language tests in the world.
The WIDA ACCESS for ELL students is a standardized assessment used in many U.S. states to measure the English proficiency of K-12 students across the four language domains: listening, speaking, reading, and writing. It aligns with WIDA English Language Development Standards and provides educators with proficiency levels to guide instructional decisions.
LAS Links is a widely used assessment that evaluates English language proficiency in students from kindergarten through high school, offering insights into their oral and written language skills to support placement and instructional planning.
The CELP is designed to assess students’ academic English skills, particularly in states that align with its framework for English language development.
TELPAS is a Texas-specific test that monitors the progress of ELL students in acquiring academic English, using both multiple-choice and teacher-rated components.
The Stanford English Language Proficiency Test is used to assess English proficiency in academic settings, focusing on students’ abilities in listening, speaking, reading, and writing for proper placement in language programs.
The MELAB is an advanced-level proficiency test designed for adults and higher education applicants, evaluating their readiness for academic and professional settings where English is the primary language.
