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sj-pdf-1-ltj-10.1177_02655322211032873 – Supplemental material for Aptis test review ...
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sj-pdf-1-ltj-10.1177_02655322211032873 – Supplemental material for Aptis test review ...
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Facilitating Willingness to Communicate (WTC): Communication for Academic and Social Life (CASL)
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In: Theses and Dissertations Available from ProQuest (2017)
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Objectives, Goals, and Formative Assessment in the Oral English Proficiency Program
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In: Theses and Dissertations Available from ProQuest (2017)
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Measuring fluency: Temporal variables and pausing patterns in L2 English speech
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In: Theses and Dissertations Available from ProQuest (2016)
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Developing L2 reading fluency: Implementation of an assisted repeated reading program with adult ESL learners
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In: Theses and Dissertations Available from ProQuest (2016)
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Second language writing instructor written feedback practices in an ESL freshman composition class: A complexity theory perspective
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In: Theses and Dissertations Available from ProQuest (2015)
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The processing of formulaic language on elicited imitation tasks by second language speakers
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In: Theses and Dissertations Available from ProQuest (2015)
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Making the cut: Indiana school accountability and English learner test performance
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In: Theses and Dissertations Available from ProQuest (2014)
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Abstract:
This mixed methods study examined the responses of four administrators and three English learner (EL) teachers in a rural Indiana school corporation to the mandates of the state's accountability system. In addition, the study investigated the performance of ELs from the participating school corporation on the state's standardized test, the Indiana Statewide Testing for Educational Progress Plus (ISTEP+). The constant comparative method was used to analyze interview data, and descriptive statistics were generated to analyze four years of student test scores. Findings indicate that school corporation personnel have implemented a number of programmatic and instructional changes in response to the state's accountability system. Results from both the qualitative and quantitative analyses elucidate the level of English proficiency required for ELs to pass the ISTEP+. This study provides a starting point for reassessing Indiana's EL achievement objectives.
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Keyword:
Educational tests & measurements|English as a Second Language|Education Policy
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URL: https://docs.lib.purdue.edu/dissertations/AAI3635802
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Effects of pragmatic task features, English proficiency, and learning setting on Chinese ESL/EFL spoken performance of requests
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In: Theses and Dissertations Available from ProQuest (2014)
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Relationships between lexical proficiency and L2 oral proficiency
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In: Theses and Dissertations Available from ProQuest (2014)
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Disentangling fluency, comprehensibility and coherence: Toward a better understanding of oral proficiency profiles
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In: Theses and Dissertations Available from ProQuest (2014)
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Accountability Lessons for Indiana Schools Serving English Learners
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In: INTESOL Journal; Vol. 11 No. 1 (2014) ; 2373-8936 (2014)
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Development and implementation of an ESL classroom assessment of face-to-face conversational interaction
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In: Theses and Dissertations Available from ProQuest (2012)
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A many-facet Rasch analysis of rater effects on an Oral English Proficiency Test
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In: Theses and Dissertations Available from ProQuest (2010)
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