ForwardedFrom: <b class="gmail_sendername">Russell Rumberger</b> <span dir="ltr"><<a href="mailto:russ@education.ucsb.edu">russ@education.ucsb.edu</a>></span><br><div class="gmail_quote">Date: Thu, Aug 5, 2010 at 8:06 PM<br>
New WestEd report--Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets<br>To: <a href="mailto:edresearch@lists.isber.ucsb.edu">edresearch@lists.isber.ucsb.edu</a><br>
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<h2><span style="color: rgb(153, 0, 0); font-size: 10pt;"><font size="4">Accommodations for English Language Learner Students: The
Effect of Linguistic Modification of Math Test Item Sets</font></span></h2>
<div><span style="font-size: 10pt;">By <b>Edynn
Sato, Stanley
N. Rabinowitz, Carole
Gallagher, Chun-Wei
Huang</b></span></div>
<div><span style="font-size: 10pt;"></span> </div>
<div><span style="font-size: 10pt;">This study,
prepared by <a href="http://relwest.wested.org/" target="_blank">Regional Educational
Laboratory West</a> at WestEd, found that simplifying the language—or
linguistic modification—on standardized math test items made it easier for
English language learners to focus on and grasp math concepts, and thus
was a more accurate assessment of their math skills.<br><br>The results
contribute to the body of knowledge informing assessment practices and
accommodations appropriate for English language learner
students.<br><br>The study examined students' performance on two sets of
math items—both the originally worded items and those that had been
modified. Researchers analyzed results from three subgroups of
students—English learner (EL), non-English language arts proficient (NEP),
and English language arts proficient (EP) students.<br><br>Key results
include:</span></div>
<ul>
<li>Linguistically modifying the language of mathematics test items did
not change the math knowledge being assessed.</li>
<li>The effect of linguistic modification on students' math performance
varied between the three student subgroups. The results also varied
depending on how scores were calculated for each student.</li>
<li>For each of the four scoring approaches analyzed, the effect of
linguistic modification was greatest for EL students, followed by NEP
and EP students.</li></ul>
<div>Information about the regional educational laboratory (REL) system
and other REL publications can be found at the <a href="http://ies.ed.gov/ncee/edlabs/" target="_blank">National Regional
Educational Laboratory Program</a> website. <span style="font-size: 10pt;"> </span></div>
<p class="MsoNormal"><span style="font-size: 10pt;"></span> </p>
<p class="MsoNormal"><span style="font-size: 10pt;"><a href="http://www.wested.org/cs/we/view/rs/1033" target="_blank">More>></a></span></p>
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