Deysson, S. (2013). Equity for limited English proficient students regarding assessment and effectiveness of testing accommodations: a study of third graders (Doctoral dissertation, George Washington University).

Dissertation

Deysson, S. (2013). Equity for limited English proficient students regarding assessment and effectiveness of testing accommodations: a study of third graders (Doctoral dissertation, George Washington University).

Tags

Package of Accommodations; Simplified English; Spanish Speakers

Summary

Accommodation

simplified English, translated test version

Participants

3rd grade limited English proficient students from a suburban school district

Findings

English learners showed differences in math achievement scores based on their English proficiency levels when administered a modified English and translated assessment. Students at English proficiency levels 1 and 2 had significantly higher scores when administered the modified English, translated assessment. Students at English proficiency levels of 3 and 4 had only slightly higher scores when administered the modified English, translated assessment. However, Levels 3 and 4 students also did not show significant difference in test scores when administered the non-modified English, translated assessment. This provides some evidence for the effectiveness of modified English and translated assessments decreasing as student English proficiency increases.