Northwest Regional Comprehensive Center
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Assessment Accomodations for English Language Learners (ELLs)
The terms "limited English proficient" and "English language learner" (ELL) describe students whose difficulties in speaking, reading, writing, or understanding English may affect their ability to participate fully in society and to succeed in school and on state assessments. These students may include immigrants and migrants as well as U.S. born citizens whose language proficiency is affected by an environment in which a language other than English is spoken at home. The Elementary and Secondary Education Act (ESEA) (currently known as the No Child Left Behind Act of 2001 [NCLB]) requires states, districts and schools to report on the ELL subgroup for AYP purposes. The most common way states include ELLs in large-scale testing is through regular state tests with accommodations. Effective accommodations for ELLs address the unique linguistic and socio-cultural needs of the student without interfering with the validity or reliability of the test's results.
Glossary of Terms and Acronyms related to ELL Assessment Accommodations
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Accommodation Resources
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Guide for Refining State Assessment Policies for Accommodating ELLs The George Washington University Center for Equity and Excellence in Education (GW-CEEE) developed this guide to support states in refining assessment policies so they are more responsive to the linguistic needs of English language learners (ELLs). It is designed to help state education agencies build policies that coherently address ELLs, and that clearly distinguish the accommodation of ELLs from the accommodation of students with disabilities. The aim of this Guide is to support states in refining assessment policies so they are more responsive to the linguistic needs of ELLs. It is designed to help state education agencies build policies that coherently address ELLs, and that clearly distinguish the accommodation of ELLs from the accommodation of students with disabilities. |
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Descriptive Study of State Assessment Policies for Accommodating English Language Learners The George Washington University Center for Equity and Excellence in Education (GW-CEEE)published a descriptive study examining state assessment policies for accommodating English language learners (ELLs) in the 50 U.S. states and the District of Columbia. Qualitative and quantitative methods were used to address the following research questions:
Pages: 67 |
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Best Practices in State Assessment Policies for Accommodating English Language Learners: A Delphi Study The George Washington University Center for Equity and Excellence in Education (GW-CEEE) published this Best Practices Study involving the application of a Delphi technique to obtain consensus from an expert panel about which accommodations identified in the GW-CEEE Descriptive Study were ELL-responsive. Members of the panel, relied on their professional judgment to vet a list of ELL-responsive accommodations and then mapped these accommodations to English language proficiency (ELP) levels and to selected student background variables. |
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Practical Guidelines for the Education of English Language Learners: Research-Based Recommendations for the Use of Accommodations in Large-Scale Assessments Third in a series of Practical Guidelines for the Education of English Language Learners by the Center on Instruction, this document focuses on research-based recommendations on the use of accommodations to increase the valid participation of ELLs in large-scale assessments. |
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Professional Development Supplement for Book 3: Accommodations During Large-Scale Assessments This PowerPoint overview is the companion document to the Center on Instruction's book Practical Guidelines for the Education of English Language Learners. The detailed slides and speaker notes summarize and augment the information contained in the book and may be used to provide professional development during inservice training to educators teaching in the elementary, middle, and secondary grades. |
