Assessing English Language Proficiency in U.S. K12 Schools by Mikyung Kim Wolf (

Description: Assessing English Language Proficiency in U.S. K12 Schools by Mikyung Kim Wolf Drawn from two decades of the Educational Testing Services extensive research and development on K-12 ELP assessments, this edited book addresses the key considerations in the development of large-scale, standards-based ELP assessments for K-12 EL students. FORMAT Hardcover LANGUAGE English CONDITION Brand New Publisher Description Assessing English Language Proficiency in U.S. K–12 Schools offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments used in U.S. K–12 school settings. The chapters in this book address a variety of key issues involved in the development and use of those assessments: defining an ELP construct driven by new academic content and ELP standards, using technology for K–12 ELP assessments, addressing the needs of various English learner (EL) students taking the assessments, connecting assessment with teaching and learning, and substantiating validity claims. Each chapter also contains suggestions for future research that will contribute to the next generation of K–12 ELP assessments and improve policies and practices in the use of the assessments. This book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K–12 EL students. Author Biography Mikyung Kim Wolf is Senior Research Scientist at the Center for English Language Learning and Assessment Research at Educational Testing Service. Table of Contents Series Editors ForewordAcknowledgementsContributorsIllustrations AcronymsIntroductionChapter 1Introduction: Assessing K-12 English Learners English Language ProficiencyMikyung Kim WolfSection I. Contexts and Fundamental Considerations in the Development of K-12 ELP AssessmentsChapter 2Standards-Based K-12 English Language Proficiency Assessments in the United States: Current Policies and PracticesEdynn Sato & Karen D. ThompsonChapter 3The Construct of English Language Proficiency in Consideration of College and Career Readiness StandardsAlison L. Bailey & Mikyung Kim WolfChapter 4Innovations and Challenges in K-12 English Language Proficiency Assessment TasksAhyoung Alicia Kim, Mark Chapman, & Heidi Liu BanerjeeChapter 5A Review of Validity Evidence for K-12 English Language Proficiency Assessments: Current State and Future DirectionTimothy FarnsworthSection II. Empirical Research and Practical Considerations on the Development of K-12 ELP AssessmentsChapter 6Collaborating with Educators on the Development of English Language Proficiency AssessmentsMaurice Cogan Hauck & Emilie PoolerChapter 7Examining Students Response Processes in a Computer-Based English Language Proficiency AssessmentMikyung Kim Wolf, Danielle Guzman-Orth, Cathryn Still, & Phoebe WinterChapter 8Generating Score Reports: Psychometric Issues to ConsiderHanwook (Henry) Yoo, Joyce Wang, David P. Anderson, & Eric ZilbertChapter 9Validating Threshold Scores for English Language Proficiency Assessment UsesPatricia Baron, Robert Linquanti, & Min HuangChapter 10Accessibility Considerations for English Learners with Disabilities in English Language Proficiency AssessmentsDanielle Guzman Orth, Lorraine Sova, & Traci AlbeeSection III. Some Future Considerations in K-12 ELP AssessmentChapter 11Using Automated Scoring in K-12 English Language Proficiency AssessmentsKeelan Evanini, Yoko Futagi, & Maurice Cogan HauckChapter 12Teachers Perspectives on the Use of Summative English Language Proficiency Assessments for Instructional PurposesAlexis A. Lopez & Georgia Earnest GarcíaChapter 13Towards a Model of Validity in Accountability TestingMicheline B. Chalhoub-DevilleSubject Index Review "The requirement for the valid and reliable assessment of English language proficiency has grown remarkably since the need initially arose as a consequence of the Civil Rights Act and the U.S. Supreme Court ruling in Lau v. Nichols in 1974. As the English Learner population increased and the nature of Federal assistance to these students evolved, the linguistic theories and the technologies involved also advanced. This book captures the state of the art, telling an important story about how assessment development responds to policies, practices and theories to serve the needs of educators and students. It is a critical resource for graduate students, researchers, test developers and educational leaders."Kenji Hakuta, Stanford University, USA."This timely volume expertly tackles the complexity involved in the development, validation, and use of large-scale, standards-based assessments of English proficiency in K-12 education. By addressing research on key assessment development considerations while attending to the diversity of the test taker population and the historical and policy context in which these assessments take place, the authors in this volume offer new insights that will certainly stimulate further discussion and inquiry. Those interested in the assessment of English language proficiency, whether in the U.S. or in other countries, will find this book to be an invaluable resource." Lorena Llosa, New York University, USA."The requirement for the valid and reliable assessment of English language proficiency has grown remarkably since the need initially arose as a consequence of the Civil Rights Act and the U.S. Supreme Court ruling in Lau v. Nichols in 1974. As the English Learner population increased and the nature of Federal assistance to these students evolved, the linguistic theories and the technologies involved also advanced. This book captures the state of the art, telling an important story about how assessment development responds to policies, practices and theories to serve the needs of educators and students. It is a critical resource for graduate students, researchers, test developers and educational leaders." Kenji Hakuta, Stanford University, USA."This timely volume expertly tackles the complexity involved in the development, validation, and use of large-scale, standards-based assessments of English proficiency in K-12 education. By addressing research on key assessment development considerations while attending to the diversity of the test taker population and the historical and policy context in which these assessments take place, the authors in this volume offer new insights that will certainly stimulate further discussion and inquiry. Those interested in the assessment of English language proficiency, whether in the U.S. or in other countries, will find this book to be an invaluable resource." Lorena Llosa, New York University, USA. Review Quote "The requirement for the valid and reliable assessment of English language proficiency has grown remarkably since the need initially arose as a consequence of the Civil Rights Act and the U.S. Supreme Court ruling in Lau v. Nichols in 1974. As the English Learner population increased and the nature of Federal assistance to these students evolved, the linguistic theories and the technologies involved also advanced. This book captures the state of the art, telling an important story about how assessment development responds to policies, practices and theories to serve the needs of educators and students. It is a critical resource for graduate students, researchers, test developers and educational leaders." Kenji Hakuta, Stanford University, USA. "This timely volume expertly tackles the complexity involved in the development, validation, and use of large-scale, standards-based assessments of English proficiency in K-12 education. By addressing research on key assessment development considerations while attending to the diversity of the test taker population and the historical and policy context in which these assessments take place, the authors in this volume offer new insights that will certainly stimulate further discussion and inquiry. Those interested in the assessment of English language proficiency, whether in the U.S. or in other countries, will find this book to be an invaluable resource." Lorena Llosa, New York University, USA. Details ISBN113858939X Author Mikyung Kim Wolf Year 2020 ISBN-10 113858939X ISBN-13 9781138589391 Format Hardcover Imprint Routledge Place of Publication London Country of Publication United Kingdom Edited by Mikyung Kim Wolf Publisher Taylor & Francis Ltd Language English Publication Date 2020-07-16 Pages 270 UK Release Date 2020-07-16 AU Release Date 2020-07-16 NZ Release Date 2020-07-16 Series Innovations in Language Learning and Assessment at ETS Illustrations 22 Tables, black and white; 27 Line drawings, black and white; 6 Halftones, black and white; 33 Illustrations, black and white Alternative 9781138589407 DEWEY 428.24 Audience Tertiary & Higher Education We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:134855662;

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