Improving the Equity and Validity of Assessment-based Information Systems

This chapter focuses on issues of validity and equity of assessments as they guide educational policies and practices for the education of limited English proficient students. Although estimates of the number of students who are English language learners (ELLS) vary, from self-reports in the 1990 census (U.S. Bureau of the Census, 1990) to surveys conducted of school districts (Fleischman & Hopstock, 1993), their proportion is rising and may reach 10% by the end of the century. Although Spanish is the primary language for about three fourths of these students, Asian group languages — Vietnamese, Hmong, Cantonese, Cambodian, Tagalog, Laotian and Korean — are represented in large numbers. Navajo and Russian are also significantly represented.

[1]  F. Bartlett,et al.  Remembering: A Study in Experimental and Social Psychology , 1932 .

[2]  H. Simon,et al.  Perception in chess , 1973 .

[3]  A response to "Educational uses of tests with disadvantaged students." , 1975 .

[4]  Thomas H. Anderson,et al.  Study skills and learning strategies , 1978 .

[5]  Harold F. O'Neil,et al.  Cognitive and affective learning strategies , 1979 .

[6]  Donald A. Norman,et al.  Analogical Processes in Learning , 1980 .

[7]  J. Cummins.  The Entry and Exit Fallacy in Bilingual Education , 1980 .

[8]  Jim Cummins,et al.  Age on Arrival and Immigrant Second Language Learning in Canada: A Reassessment1 , 1981 .

[9]  Donald F. Dansereau,et al.  Development and Evaluation of a Text Mapping Strategy , 1982 .

[10]  Donald A. Norman,et al.  Representation in Memory. , 1983 .

[11]  M. Chi,et al.  Network representation of a child's dinosaur knowledge. , 1983 .

[12]  G. Diekhoff.  Testing Through Relationship Judgments. , 1983 .

[13]  R. Mayer.  Aids to text comprehension , 1984 .

[14]  K. Holyoak,et al.  Development of analogical problem-solving skill. , 1984, Child development.

[15]  R. Glaser.  Education and Thinking: The Role of Knowledge. , 1984 .

[16]  Mary Jo Kane,et al.  Young children's mental models determine analogical transfer across problems with a common goal structure * , 1986 .

[17]  M. Chi,et al.  Content knowledge: its role, representation, and restructuring in memory development. , 1987, Advances in child development and behavior.

[18]  Virginia P. Collier.  Age and Rate of Acquisition of Second Language for Academic Purposes. , 1987 .

[19]  Richard C. Atkinson,et al.  Perception and motivation , 1988 .

[20]  Virginia P. Collier.  How Long? A Synthesis of Research on Academic Achievement in a Second Language , 1989 .

[21]  Jeannie Oakes,et al.  Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science , 1990 .

[22]  D. Norman.  The psychology of everyday things , 1990 .

[23]  Stephen B. Dunbar,et al.  Complex, Performance-Based Assessment: Expectations and Validation Criteria , 1991 .

[24]  S. Wineburg.  Historical Problem Solving: A Study of the Cognitive Processes Used in the Evaluation of Documentary and Pictorial Evidence , 1991 .

[25]  S. Wineburg.  On the Reading of Historical Texts: Notes on the Breach Between School and Academy , 1991 .

[26]  Los Angeles,et al.  on Evaluation, Standards, and Student Testing, , 1991 .

[27]  Muriel Saville-Troike.  Teaching and Testing for Academic Achievement: The Role of Language Development. Focus, Occasional Papers in Bilingual Education, Number 4. , 1991 .

[28]  Keith E. Stanovich,et al.  Discrepancy definitions of reading disability: Has intelligence led us astray? Reading Research Quar , 1991 .

[29]  Lily Wong Fillmore.  When Learning a Second Language Means Losing the First. , 1991 .

[30]  Testing Bilingual Students. Do We Speak the Same Language , 1991 .

[31]  Ann S. Rosebery,et al.  Appropriating Scientific Discourse: Findings from Language Minority Classrooms. , 1992 .

[32]  Donald F. Dansereau,et al.  Effects of Knowledge Maps and Prior Knowledge on Recall of Science Lecture Content , 1992 .

[33]  Deborah J. Short,et al.  Assessing Integrated Language and Content Instruction , 1993 .

[34]  David H. Jonassen,et al.  Structural Knowledge: Techniques for Representing, Conveying, and Acquiring Structural Knowledge , 1993 .

[35]  James M. Royer,et al.  Techniques and Procedures for Assessing Cognitive Skills , 1993 .

[36]  Howard L. Fleischman,et al.  Descriptive study of services to limited English proficient students , 1993 .

[37]  Guadalupe Valdés,et al.  Bilingualism and Testing: A Special Case of Bias , 1994 .

[38]  Harold F. O'Neil,et al.  Performance Assessment and Equity: a view from the USA , 1994 .

[39]  Charlene Rivera,et al.  Is It Real for All Kids? A Framework for Equitable Assessment Policies for English Language Learners , 1994 .

[40]  Howard L. Fleischman,et al.  AN EXAMINATION OF ASSESSMENT OF LIMITED ENGLISH PROFICIENT STUDENTS , 1994 .

[41]  Validity Issues and Concerns for Assessing English Learners , 1994 .

[42]  G. Osipov,et al.  COHERENT STRUCTURES IN COUPLED CHAINS OF SELF-EXCITED OSCILLATORS , 1995 .

[43]  B. Gains,et al.  An investigation of the effectiveness of concept mapping as an instructional tool , 1995 .

[44]  Jamal Abedi.  Language Background as a Variable in NAEP Mathematics Performance. NAEP TRP Task 3d: Language Background Study. Final Deliverable. , 1995 .

[45]  E. Baker,et al.  Construct Validation of an Approach to Modeling Cognitive Structure of U.S. History Knowledge , 1996 .

[46]  Gary W. Phillips,et al.  Technical Issues in Large-Scale Performance Assessment. , 1996 .

[47]  Martha Thurlow,et al.  The National Center On Educational Outcomes , 1997 .

[48]  The Inclusion of Students with Disabilities and Limited English Proficient Students in Large-Scale Assessments: A Summary of Recent Progress. Research and Development Report. , 1997 .

[49]  Lisa Lollock,et al.  The foreign born population in the United States , 2001 .