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Addressing the inclusion of English language learners in the educational accountability system: Lessons learned from peer review.

机译：解决将英语学习者纳入教育责任制的问题：从同行评审中吸取的教训。

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摘要

This study investigated the inclusion of English language learners (ELLs) in state standards and assessments, as measured by comments made by peer reviewers in the federal evaluation of states' standards and assessments. As required by the Elementary and Secondary Education Act (ESEA), reauthorized in 2004 as No Child Left Behind (NCLB), states are required to develop challenging content standards in English language arts and mathematics, and to assess students on these standards. Nationwide, English language learners have been performing below proficient on these state tests. The goal of this study was to determine the elements of the standards and assessment system that peer reviewers thought could be addressed in order to improve the accessibility of these assessments for ELLs.;This dissertation employed two research methods: a frequency and distribution analysis of the peer comments relevant to ELLs across the seven Critical Elements of the peer review, and a thematic analysis of the comments, using inductive methods to establish themes.;The study found that comments relevant to assessing English language learners were present in all seven critical areas and in all states. All states had two or more critical elements with comments relevant to ELLs. Key themes from the qualitative analysis included accommodations, diverse stakeholders, reporting accuracy, inclusion, reporting for parents, migrant students, comparability of test forms, bias review, DIF analysis, and standards. States have begun to address the inclusion of ELLs in statewide standards and assessments; however, state agency personnel have more work to do in these areas before assessments can be seen to be fully accessible to ELLs.
机译：这项研究调查了将英语学习者（ELL）纳入州标准和评估中的情况，该评估由同行评议者在联邦对州标准和评估的评估中的评论进行衡量。根据《初等和中等教育法》（ESEA）的要求，该法于2004年重新授权为“不让任何孩子落后”（NCLB），要求各州制定具有挑战性的英语语言艺术和数学内容标准，并评估这些标准的学生。在全国范围内，英语学习者在这些状态测试中的表现均达到以下水平。这项研究的目的是确定同行评议者认为可以解决的标准和评估体系的要素，以改善ELLs评估的可及性。本论文采用了两种研究方法：频率和分布分析同行评议的七个关键要素中与ELL相关的同行评议，以及使用归纳方法建立主题的评论主题分析;研究发现，在所有七个关键领域中都存在与评估英语学习者相关的评议;在所有州。所有州都有两个或多个关键要素，并带有与ELL相关的评论。定性分析的主要主题包括适应性，多样化的利益相关者，报告准确性，纳入，为父母，移民学生报告，测试表格的可比性，偏见审查，DIF分析和标准。各国已开始解决将ELL纳入全州标准和评估的问题；但是，在可以将ELL完全评估出来之前，国家机构人员在这些领域还有更多工作要做。

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  • 作者

    Christensen, Laurene L.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Education Tests and Measurements.;Education Policy.;Education English as a Second Language.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 171 p.
  • 总页数 171
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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