Assessing English Language Proficiency in U.S. K–12 Schools

Mikyung Kim Wolf is Senior Research Scientist at the Center for English Language Learning and Assessment Research at Educational Testing Service.

"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.

• 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