The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
High Stakes Testing: Issues, Implications, and Remedies for English Language Learners
Abstract
This article discusses the issues and implications of high stakes tests on English language learners (ELLs). As ELLs are being included in all high stakes assessments tied to accountability efforts (e.g., No Child Left Behind), it is crucial that issues related to the tests be critically evaluated relative to their use. In this case, academic achievement tests are analyzed relative to their norming samples and validity to determine their usefulness to ELLs. Also, commonly used language proficiency tests are examined relative to definitions of proficiency, technical quality, alignment with criteria for language classification and reclassification, and their academic predictive validity. Based on the synthesis of the literature, the author concludes that high stakes tests as currently constructed are inappropriate for ELLs, and most disturbing is their continued use for high stakes decisions that have adverse consequences. The author provides recommendations for addressing the issues related to high stakes tests and ELLs.
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Citations
Cites
Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing
CANALE, M. (1980) · Applied Linguistics · doi:10.1093/applin/1.1.1 · Cited by 4,021
The Chicano Educational Experience: A Framework for Effective Schools in Chicano Communities
Solórzano, D. G., & Solórzano, R. W. (1995) · Educational Policy · doi:10.1177/0895904895009003005 · Cited by 98 · cited 1×
“…of Medicine, 1997), unprepared teachers (Darling-Hammond, 2002; Laczko-Kerr & Berliner, 2002), low expectations (Carter, 1970; Rosenthal & Jacobson, 1967), systemwide barriers (Solórzano & Solórzano, 1995), and/or inappropriate program or instructional placement for ELLs (Thomas & Collier, 2002).”
Self-citation
Cited by
Suárez-Orozco, M., & Suárez-Orozco, C. (2015) · Phi Delta Kappan · doi:10.1177/0031721715619911 · Cited by 1,443
Emergent bilingual students in secondary school: Along the academic language and literacy continuum
Menken, K. (2013) · Language Teaching · doi:10.1017/s0261444813000281 · Cited by 108
Menken, K. (2013) · Theory Into Practice · doi:10.1080/00405841.2013.804307 · Cited by 73
Metadata
- Authors
- Solórzano, R. W.
- Venue
- Review of Educational Research
- Published
- 2008-06
- Volume
- 78
- Issue
- 2
- Pages
- 260-329
- ISSN
- 0034-6543 (ISSN-L)
- 1935-1046
- OpenAlex
- W2159131964
- Cited by
- 210
- References
- 2
- FWCI
- 65.87
- Type
- journal article
- Language
- en
- Open access
- closed
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