Effect of Linguistic Modification of Math Assessment Items on English Language Learner Students
Contact information
Dr. Neal FinkelsteinRegional Educational Laboratory West
730 Harrison Street
San Francisco, CA 94107-1242
Voice: (415) 615-3171
Fax: (415) 565-3012
Email: nfinkel@wested.org
Region: West
References
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Abedi, J., Leon, S., and Mirocha, J. (2003). Impact of students' language background on content-based assessment: Analyses of extant data (CSE Technical Report No. 603). Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing.
Abedi, J., Lord, C., and Plummer, J. (1997). Final report of language background as a variable in NAEP mathematics performance (CSE Technical Report 429). Los Angeles: University of California, Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing.
Rivera, C., and Collum, E. (2004). An analysis of state assessment policies addressing the accommodation of English language learners. Issue paper commissioned for the National Assessment Governing Board Conference on Increasing the Participation of SD and LEP Students in NAEP. Arlington, VA: George Washington University.
Rivera, C., and Stansfield, C.W. (2001, April 10–14). The effects of linguistic simplification of science test items on performance of limited English proficient and monolingual English-speaking students. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
Sato, E. (2008). Linguistic modification. Part II—A guide to linguistic modification: increasing English language learner access to academic content. Washington, DC: LEP Partnership.
Sireci, S.G., Li, S., and Scarpati, S. (2002). The effects of test accommodations on test performance: A review of the literature (CEA Research Report 485). Amherst, MA: University of Massachusetts, School of Education.