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The relationship between English Language Learners' language proficiency and standardized test scores.

机译：英语学习者的语言能力与标准化考试成绩之间的关系。

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摘要

It is generally theorized that English Language Learner (ELL) students do not succeed on state standardized tests because ELL students lack the cognitive academic language skills necessary to function on the large scale content assessments. The purpose of this dissertation was to test that theory. Through the use of quantitative methodology, ELL students' writing prompt response scores (Topic Development and Standard English Conventions) were compared to their English Language Arts (ELA) and Math scores on the Massachusetts Comprehensive Assessment System (MCAS). The specific questions that guided this research study were (a) Are ELL students' writing prompt response scores and MCAS scores related, (b) Is there a significant difference in the writing prompt response scores and MCAS scores of female and male students, and (c) To what extent does the years lived in Massachusetts affect the writing prompt response scores and MCAS scores? Data display included correlational matrix, scatterplots, boxplots, bar graphs, and histograms. Data analysis included statistical tests such as correlation, regression, comparison of means, t test for independent samples, and chi-square goodness of fit test. The study confirmed that higher English language proficiency scores had moderate positive correlation with higher standardized test scores in ELA and Math. The study also confirmed that the difference in the language proficiency scores of females and males, where females outperformed males, was statistically significant. The study did not confirm that increased number of years in Massachusetts contributed to increased language proficiency scores nor standardized test scores. The study also did not confirm that the difference in the higher language proficiency scores for female students and higher mathematics scores for male students was statistically significant. The dissertation recommends that (a) Massachusetts implement the ACCESS test for language proficiency determination as it is a better measure of academic English proficiency, (b) Districts use the data from ACCESS to provide teachers with professional development geared towards discovering best practices for raising ELL students' academic English proficiency, and (c) Replace the MCAS test with PARCC test, which is closely aligned with ACCESS so that the test results will be valid and reliable as mandated by NCLB.
机译：从理论上讲，英语学习者（ELL）学生无法通过州标准考试，因为ELL学生缺乏进行大规模内容评估所必需的认知学术语言技能。本文的目的是检验该理论。通过使用定量方法，在马萨诸塞州综合评估系统（MCAS）上将ELL学生的写作快速反应得分（主题发展和标准英语惯例）与他们的英语语言艺术（ELA）和数学得分进行了比较。指导该研究的具体问题是（a）ELL学生的写作快速反应得分和MCAS得分是否相关；（b）男女学生的写作快速反应得分和MCAS得分是否存在显着差异，并且（ c）在马萨诸塞州居住的岁月在多大程度上影响了写作快速反应得分和MCAS得分？数据显示包括相关矩阵，散点图，箱形图，条形图和直方图。数据分析包括统计检验，例如相关性，回归，均值比较，独立样本的t检验以及拟合检验的卡方检验。研究证实，较高的英语水平分数与较高的ELA和Math标准化考试分数呈中等正相关。该研究还证实，男女语言能力得分的差异在统计学上是显着的，而女性的表现胜过男性。该研究没有证实马萨诸塞州的年数增加导致语言能力分数或标准化考试分数的提高。该研究还没有确认女学生的较高语言能力分数和男学生的较高数学分数之间的差异具有统计学意义。论文建议（a）马萨诸塞州实施ACCESS测试以确定语言水平，因为它是衡量学术英语水平的更好方法，（b）各地区使用ACCESS的数据为教师提供专业发展，旨在发现提高ELL的最佳实践学生的学术英语水平，以及（c）将MCAS考试替换为与ACCESS紧密一致的PARCC考试，以便按照NCLB的要求，考试结果将是有效和可靠的。

著录项

  • 作者

    Thakkar, Darshan.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Tests and Measurements.;Education General.;Education Evaluation.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 151 p.
  • 总页数 151
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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