Standardized Achievement Tests and English Language Learners: Psychometrics Issues

By Jamal Abedi. 2002

304 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e0769f6b43d6bb7932507649cbdac322cc166fc0

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Converging Trajectories (2011, methodology): “…reliabilities, it is worth noting that analyses conducted with National Assessment of Educational Progress (NAEP) reading items have indicated that reliabilities can be lower for language minority (LM) learners with limited English proficiency than for native English speakers (e.g., Abedi, 2002).”
Linguistic simplification of mathematics items: effects for language minority students in Germany (2015, background): “However, with the exception of Abedi and Lord (2001), previous studies did not systematically explore the interactions of SES and linguistic simplification.”
The Effects of Test Translation on Young English Learners’ Mathematics Performance (2010, background): “…gap in test scores between ELLs and non-ELLs diminishes, suggesting that the lack of English proficiency for ELLs biases their test scores downward, resulting in underestimation of their true mathematical and scientific knowledge (e.g., Abedi, 2002, 2004; Abedi & Lord, 2001; Abedi et al., 1998).”
Classroom Assessment Practices, Teacher Judgments, and Student Achievement in Mathematics: Evidence from the ECLS (2009, background): “This could be a result of heterogeneity across teachers in terms of their familiarity with LEP students and technical and conceptual complications involved in assessing these students as a group (Abedi, 2002).”
Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research (2004, methodology): “Abedi, Courtney, Mirocha, Leon, and Goldberg (2001) used both published English and bilingual dictionaries as a form of accommodation for 611 students in Grades 4 and 8 in several locations in various regions of the United States. Both ELL and non-ELL students were tested in science. The authors fou”
School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners (2014, background): “Given the negative academic outcomes consistently documented for ELL children (Abedi, 2002; Abedi & Lord, 2001; Ballantyne et aI., 2008; NAEP, 2009a, 2009b), the question arises as to what school-based services, practices, and policies are currently being implemented in the education of ELLs, the re”
Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: Findings from a Five-Year Evaluation. Final Report for AB 56 and AB 1116. (2006, background): “soundness of existing language proficiency and standardized achievement assessments for the EL population (Abedi, 2002; Abella, Urritia, & Shneyderman, 2005; Stevens, Bulter, & Castellon-Wellington, 2000; Thompson, DiCerbo, Mahoney, & MacSwan, 2002; Valdes & Figueroa, 1994); non-comparability of rec”
Using an Ever–English Learner Framework to Examine Disproportionality in Special Education (2017, background): “Construct-irrelevant linguistic demands of the assessment may interfere with students’ ability to demonstrate their knowledge of the construct being measured (Abedi, 2002; Robinson, 2010).”