Young, J., King, T., Hauck, M., Ginsburgh, M., Kotloff, L., Cabrea, J., & Cavalie, C. (2014). Improving content assessment for English language learners: studies of the linguistic modification of test items (ETS Research Report No. RR-14-23, Issue 2, pp. 1–79). Educational Testing Service . https://doi.org/10.1002/ets2.12023
Young, J., King, T., Hauck, M., Ginsburgh, M., Kotloff, L., Cabrea, J., & Cavalie, C. (2014). Improving content assessment for English language learners: studies of the linguistic modification of test items (ETS Research Report No. RR-14-23, Issue 2, pp. 1–79). Educational Testing Service . https://doi.org/10.1002/ets2.12023
Tags
Summary
Accommodation
linguistically modified
Participants
Grade 4 and 6 students from many states containing high concentrations of ELLs
Findings
Linguistic modification from K-12 mathematics and science assessments showed mixed results in functioning effectively as an accommodation (creating differential boost between EL's and non-EL's), despite having the assessments linguistically modified by expert researchers and assessment developers. In the follow-up study, the students were asked to participate in cognitive interviews that explored the effect of linguistically modified assessments, but the results were unclear.