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    CAP Paper 2 Schmidt de Carranza

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    slscarranza
    This document summarizes a meta-analysis that examined the effectiveness and validity of accommodations for English Language Learners (ELLs) taking high-stakes tests. The meta-analysis included research on the effects of 7 different accommodations. It found that only 1 accommodation, the use of English dictionaries and glossaries during tests, had a statistically significant positive effect on scores. The other 6 accommodations studied, such as simplified English, bilingual dictionaries, Spanish versions of tests, dual language assessments, and extended time, did not significantly improve scores. The implications are that ineffective accommodations should not be used to measure ELL student success, and resources would be better spent determining and using accommodations that are known to be effective

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    CAP Paper 2 Schmidt de Carranza

    Uploaded by

    slscarranza
    65 views5 pages
    This document summarizes a meta-analysis that examined the effectiveness and validity of accommodations for English Language Learners (ELLs) taking high-stakes tests. The meta-analysis included research on the effects of 7 different accommodations. It found that only 1 accommodation, the use of English dictionaries and glossaries during tests, had a statistically significant positive effect on scores. The other 6 accommodations studied, such as simplified English, bilingual dictionaries, Spanish versions of tests, dual language assessments, and extended time, did not significantly improve scores. The implications are that ineffective accommodations should not be used to measure ELL student success, and resources would be better spent determining and using accommodations that are known to be effective

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    This document summarizes a meta-analysis that examined the effectiveness and validity of accommodations for English Language Learners (ELLs) taking high-stakes tests. The meta-analysis included research on the effects of 7 different accommodations. It found that only 1 accommodation, the use of English dictionaries and glossaries during tests, had a statistically significant positive effect on scores. The other 6 accommodations studied, such as simplified English, bilingual dictionaries, Spanish versions of tests, dual language assessments, and extended time, did not significantly improve scores. The implications are that ineffective accommodations should not be used to measure ELL student success, and resources would be better spent determining and using accommodations that are known to be effective

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    65 views5 pages

    CAP Paper 2 Schmidt de Carranza

    Uploaded by

    slscarranza
    This document summarizes a meta-analysis that examined the effectiveness and validity of accommodations for English Language Learners (ELLs) taking high-stakes tests. The meta-analysis included research on the effects of 7 different accommodations. It found that only 1 accommodation, the use of English dictionaries and glossaries during tests, had a statistically significant positive effect on scores. The other 6 accommodations studied, such as simplified English, bilingual dictionaries, Spanish versions of tests, dual language assessments, and extended time, did not significantly improve scores. The implications are that ineffective accommodations should not be used to measure ELL student success, and resources would be better spent determining and using accommodations that are known to be effective

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    Running Head: METAANALYSIS CRITIQUE ELL ACCOMMODATIONS 1

    CAP Paper II: Testing A !""!dati!ns #!r ELL Learners Sara$ S $"idt de Carran%a Minnes!ta State Uni&ersit'( Man)at!

    ELL ACCOMMODATIONS CAP PAPER Summary T$is arti +e e,a"ines t$e pr!-+e" !# Eng+is$ Language Learners .ELLs/ ta)ing $ig$0

    sta)es tests( and t$e additi!na+ sets !# pr!-+e"s t$at arise 1$en a !""!dati!ns are "ade t! tr' t! "a)e t$ese tests a "!re &a+id and re+ia-+e "easure"ent t!!+2 3e ause ELL +earners are e,trap!+ated as a su-gr!up in testing data( it -e a"e "!re e&ident t$at t$ese students 1ere n!t a $ie&ing at as $ig$ a +e&e+ as t$eir "ainstrea" !unterparts2 H!1e&er( t$e pr!-+e" re"ained t$at it 1as n!t +ear 1$et$er t$e students4 +!1 s !res 1ere aused -' +a ) !# !ntent )n!1+edge( +a ) !# +inguisti apa-i+it'( !r -!t$2 T$is t$en ga&e rise t! a !""!dati!ns #!r ELL +earners !n

    $ig$0sta)es tests2 H!1e&er( n!t a++ a !""!dati!ns are reated e5ua+ and t$is stud' see)s t! e&a+uate t$e &a+idit' and re+ia-i+it' !# a &ariet' !# a !""!dati!ns gi&en a r!ss t$e !untr' !n a &ariet' !# $ig$ sta)es tests2 T$ere is a+s! an atte"pt t! deter"ine 1$i $ a !""!dati!ns +!1er t$e +inguisti di##i u+t' !# t$e tests t! assess pure !ntent )n!1+edge and &i e &ersa2

    Critique and Implications As t$is 1as a "eta0ana+'sis !# e,isting data( it is n!t p!ssi-+e t! riti5ue t$e "et$!d!+!g' !# t$e !rigina+ de&e+!p"ent !# a !""!dati!ns6 $!1e&er( it is p!ssi-+e t! riti5ue t$e "et$!d!+!g' #!r $!1 studies 1ere $!sen #!r in +usi!n in t$is "eta0ana+'sis2 T$e aut$!rs $!se t! e,a"ine t$e e##e ts !# 78 .a/ indi&idua+ a !""!dati!ns !r indi&idua+ a !""!dati!ns -und+ed 1it$ e,tra ti"e( .-/ 1ere arti +es pu-+is$ed in peer0re&ie1ed 9!urna+s !r te $ni a+ rep!rts a&ai+a-+e !n+ine( . / e"p+!'ed an e,peri"enta+ !r 5uasi0e,peri"enta+( !r repeated "easures design( and .d/ rep!rted su##i ient data t! a++!1 #!r t$e esti"ati!n !# e##e t

    ELL ACCOMMODATIONS CAP PAPER si%es; .<ei##er( Lesau,( Ri&era = >ran is( *??@ p2 11A*/2 T$e riteria #!r in +usi!n is designed t! !ns!+idate resear $ t$at is reputa-+e and rep+i a-+e as 1e++ as re+e&ant t! t$e resear $ 5uesti!n2 T$e aut$!rs a+s! g! !n t! e,p+ain t$e rati!na+e #!r e, +usi!n !# a nu"-er !# !t$er studies2 T$e rati!na+e #!r e, +usi!n !# studies in +uded rep!rting !# data( "et$!d!+!gi a+ di##eren es( and itati!n !# n!n peer0re&ie1ed resear $2 .<ei##er( et2a+( *??@( p2 11A:/ T$ese rati!na+es are +!gi a+ and sensi-+e2 T$e' are designed t! "a)e sure t$at t$e resear $ t$at is -eing ana+'%ed is re+ated and re+ia-+e2 T$is "et$!d!+!g' is a parti u+ar strengt$ !# t$e arti +e2

    T$e aut$!rs e,a"ine t$e e##e ts !# se&en di##erent a !""!dati!ns #!r ELL +earners and deter"ine an e##e t si%e #!r ea $ !ne2 T$e aut$!rs deter"ine t$at !n+' !ne !# t$e se&en $as a 7statisti a++' signi#i ant and p!siti&e e##e t si%e; .<ei##er( et2 a+( 11B1/2 T$is +!ne su ess 1as t$e use !# Eng+is$ di ti!naries and g+!ssaries during t$e tests2 T$e !t$er a !""!dati!ns( su $ as use !# si"p+i#ied Eng+is$( 3i+ingua+ di ti!naries and g+!ssaries( Spanis$ &ersi!ns !# t$e assess"ents( dua+ +anguage assess"ent( and e,tra ti"e did n!t resu+t in statisti a++' signi#i ant p!siti&e gains2 A 1ea)ness !# t$is arti +e is t$at t$e #! us !# t$e use !# !t$er +anguages in ELL $ig$0 sta)es testing is e, +usi&e+' Spanis$2 T$ere#!re( a 5uesti!n t$at arises is t$e +e&e+ !# genera+i%a-i+it' a r!ss ELL p!pu+ati!ns t! students 1$! spea) +anguages !t$er t$an Spanis$ at $!"e2 An!t$er aspe t !# ELL testing is t$e use !# -i+ingua+ !r #irst0+anguage .L1/ "ateria+s at grade +e&e+ in t$e students4 $!"e +anguage2 Resu+tant+'( students !"ing #r!" 1$ere t$e' +a ) +itera ' s)i++s in t$e L1 !r $a&e +i"ited !r interrupted #!r"a+ edu ati!n in t$e L1 are n!t

    ELL ACCOMMODATIONS CAP PAPER !nsidered -' se&era+ !# t$e studies in +uded in t$e "eta0ana+'sis2 T$is is !n erning -e ause t$ese p!pu+ati!ns are part !# t$e ELL u"-re++a as 1e++2 T$e i"p+i ati!ns #!r p!+i ' t$at arise #r!" t$e #indings !# t$is arti +e are t$at t$ere is a need t! st!p "a)ing ine##e ti&e "!di#i ati!ns #!r ELL +earners !n t$ese $ig$ sta)es tests2 T$e #a t t$at !n+' !ne !# t$e se&en a !""!dati!ns "a)es a statisti a++' signi#i ant p!siti&e

    di##eren e is indi ati&e !# a pressing issue2 A !""!dati!ns t$at are n!t e##e ti&e s$!u+d n!t -e used t! "easure ELL student su ess in t$ese assess"ents2 3e ause "an' !# t$e a !""!dati!ns t$at 1ere n!t #!und t! $a&e statisti a++' signi#i ant e##e ts !n test resu+ts are a epted as tried and true )n!1+edge !# 1$at 1!r)s #!r ELL students( and it is surprising t$at t$ere 1ere su $ s"a++ e##e t si%es resu+ting #r!" t$ese a !""!dati!ns2 T$ere#!re( a -etter use !# res!ur es 1!u+d -e t! !n entrate !n 1$at is )n!1n t! -e e##e ti&e and t! e+i"inate andD!r redu e t$e use !# !t$ers t$at are n!t2

    ELL ACCOMMODATIONS CAP PAPER Re#eren es <ei##er( M2F2( Lesau,( N2( Ri&era( M2( = >ran is D2F2 .*??@/2 A !"!dati!ns #!r Eng+is$

    Language Learners Ta)ing Large S a+e Assess"ents: A Meta0Ana+'sis !n E##e ti&eness and Ga+idit'2 Review of Educational Research. .79/:2 P2 11HB01*?12

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