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Underrepresentation of the construct in Spanish standardized foreign language exams: a computer assisted exam proposal
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 27-45 (2022)
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Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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Multiracial Individuals and Educational Testing
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In: The Nebraska Educator: A Student-Led Journal (2021)
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Fundamental Attribution Error: Perspectives of Principal, Teacher, and Parent Influence on Student Growth
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In: Dissertations (2019)
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Does Lexical Frequency affect rater judgement of essays? An experimental design using quantitative and qualitative data
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In: Electronic Thesis and Dissertation Repository (2019)
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Assessment Accommodations for English Language Learners: The Case of Former-LEPs
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In: Practical Assessment, Research, and Evaluation (2019)
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Standardized Language Proficiency Tests in Higher Education
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In: English Publications (2018)
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A critical examination of standardized testing of Minority Language Children
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A Critical Examination of Standardised Testing of Minority Language Children
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English Proficiency and Test Scores of Immigrant Children in the US
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LEARNERS’ PERSPECTIVES OF FACTORS INFLUENCING GAINS IN STANDARDIZED ENGLISH TEST SCORES
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In: TEFLIN Journal, Vol 27, Iss 1, Pp 63-81 (2016) (2016)
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Insidious Power: The Structure of Community College Course Placement Counseling
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In: Maldonado, Carlos. (2015). Insidious Power: The Structure of Community College Course Placement Counseling. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/4pq8783j (2015)
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Standardized assessment system in Chile: share of Mario Leyton Soto and Erika Himmel König ; Los sistemas estandarizados de evaluación en Chile: participación de Mario Leyton Soto y Erika Himmel König
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In: Historia de la Educación; Vol. 34 (2015); 357-371 ; 2386-3846 ; 0212-0267 ; 10.14201/hedu201534 (2015)
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An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement
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In: Electronic Theses and Dissertations (2014)
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A Case Study of the Impact of an Intervention Scheduling Model on Academic Achievement in English and Mathematics by Students in Need of Remediation
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In: Electronic Theses and Dissertations (2013)
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Measurement of mental attention: Assessing a cognitive component underlying performance on standardized intelligence tests
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In: Faculty of Social Sciences - Papers (Archive) (2013)
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Comparing the Children’s Communication Checklist to Standardized Tests: Results from School-age Children Adopted from Haiti
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Validity and Fairness in Accommodations, Special Provisions, and Participation Decisions on the Ontario Secondary School Literacy Test
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Abstract:
Policy guidelines of the Education Quality and Accountability Office (EQAO) state that accommodations and participation decisions on the Ontario Secondary School Literacy Test (OSSLT) do not threaten validity. However, these issues are contentious in American large-scale testing. New approaches integrate test access, administration, accommodation and participation within a unified fairness and validity construct. The current study, based on demographic and outcome data for the entire population of OSSLT-eligible students from 2006 to 2009, demonstrates changing patterns in accommodations and participation decisions across schools and years. In particular, English language learners are found to be considerably underrepresented among students receiving special needs accommodations. This has implications for the valid interpretation and fair use of test scores. Recommendations are proposed for improving fairness, consistency, and validity in administering accommodations and participation.
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Keyword:
0282; 0288; 0529; accommodation; English language learner; fairness; participation; special needs; standardized tests
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URL: http://hdl.handle.net/1807/27320
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[Transcript of Roundtable Interview of Dr. Jose A. Cardenas, Dr. Maria R. Montecel, Alberto Vilareal, and Dr. Arcadia Lopez]
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