Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research

By Jamal Abedi, C. Hofstetter, Carol Lord. 2004

352 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/46dc616f6333ab7e764372a9017d89f8a8e15ff4

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Citations in the corpus

Linguistic simplification of mathematics items: effects for language minority students in Germany (2015, background): “2005), however, at least in the US, accommodations for English language learners (ELLs) are also common (Abedi et al. 2004; Rivera et al. 2000).”
Equity of Literacy-Based Math Performance Assessments for English Language Learners (2005, background): “Others (Abedi, 2004; Abedi et al., 2004; Abedi et al., 2003; Abedi & Lord, 2001) propose a different solution: modification of tests to make them more comprehensible for ELL students, that is, simplifying the language of the tests.”
Assessing English-Language Learners’ Achievement (2008, background): “Abedi et al. (2004), going beyond concern for the effectiveness and validity of assessment accommodations on ELLs, raise concern for understanding how background differences within ELLs might affect assessment scores.”
The Effects of Test Translation on Young English Learners’ Mathematics Performance (2010, methodology): “, simplified English) have not been very effective (Abedi et al., 2004; Kieffer et al., 2009).”
The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving (2013, methodology): “Linguistic modification was achieved by minimizing sentence length, rephrasing math problems, and removing irrelevant language or sentences (Abedi, 2008; Abedi, Hofstetter, & Lord, 2004; Sato, 2008; Sato, Rabinowitz, Gallagher, & Huang, 2010).”
Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners (2006, background): “This teacher’s test preparation approach is successful, in that his students have very high passing rates on the exams, and his practices are in accordance with research which argues that the language of an exam must be aligned to the language of instruction for the exam results to be valid ( Abedi ”
Is a Good Teacher a Good Teacher for All? Comparing Value-Added of Teachers With Their English Learners and Non-English Learners (2014, background): “Although most research on effective educational practices for ELs has focused on programmatic aspects of instruction (August & Shanahan, 2008; Slavin & Cheung, 2005; Téllez & Waxman, 2006), some research has addressed teaching practices for teachers of ELs (Abedi et al., 2004; Solomon et al., 2006).”
Science Education With English Language Learners: Synthesis and Research Agenda (2005, background): “High-Stakes Assessment in Science The currently predominant educational policy, which is particularly consequential for ELLs, involves high-stakes assessment and accountability (Abedi, 2004; Abedi et al., 2004).”
Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity (2009, background): “Finally, evaluating accommodations for this population must further recognize potential sources of differential effectiveness by focusing on the instructional and linguistic context in which the testing is occurring, given the differing models of instruction offered for ELLs (Abedi et al., 2004).”