The DOI matches its Crossref record.
Contextual and Mathematics Accommodation Test Effects for English-Language Learners
Abstract
Standards-based legislation passed in the last decade mandates the inclusion of English-language learners, or students with limited English proficiency, in large-scale, content-based assessments. Concerns emerge, however, regarding the validity of inferences for these populations based on standardized test results. This article examines selected contextual variables, their impact on test performance, and how the variables interact with the type of test accommodation (e.g., linguistically modified English and Spanish translation) that a student receives. Data from 849 8th-grade students in southern California suggest that numerous student- and classroom-level variables are associated with mathematics test performance, particularly the students' English reading proficiency. Students also perform best when the language of the mathematics assessment matches the students' language of mathematics instruction, holding constant key student and classroom-level variables. Methodological issues related to accommodations research with English-language learners are discussed.
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“In addition, school personnel heeded the need to make screening and progress monitoring results accessible and to share data from year to year.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [202]
In the citing paper
“In articulating the actual practice of RTI, they concluded that schools were screening students in various ways, using norms or percentage of population as cut points for risk assessment, placing students into instructional tiers (in varying proportions), and monitoring progress in tiers two and three.”
From Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present (2013) · cites this paper as [202]
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Research works printed but not linked: 10
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Cited by
Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present
Tindal, G. (2013) · ISRN Education · doi:10.1155/2013/958530 · Cited by 59
Metadata
- Authors
- Hofstetter, C. H.
- Corresponding author
- Hofstetter, Carolyn Huie
- Venue
- Applied Measurement in Education
- Publisher
- Informa UK Limited
- Published
- 2003-04
- Volume
- 16
- Issue
- 2
- Pages
- 159-188
- ISSN
- 0895-7347 (ISSN-L)
- 1532-4818
- OpenAlex
- W2076617925
- Cited by
- 60
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 3 · 2023: 1 · 2022: 1 · 2021: 2 · 2020: 1 · 2019: 3 · 2017: 4 · 2016: 2 · 2015: 2 · 2014: 5 · 2013: 5 · 2012: 5
- FWCI
- 8.62
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Applied Measurement in Education (publishedVersion)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Education › Educational Assessment and Improvement
- Keywords
- English language learners, test accommodations, mathematics assessment, test performance, contextual factors, English reading skills, language of instruction, Spanish translation, eighth grade students, assessment validity
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
