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English Language Proficiency Standards and Assessment Alignment: Issues, Insights, and Innovations for Guiding Peer Review. Research Notes

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Title: English Language Proficiency Standards and Assessment Alignment: Issues, Insights, and Innovations for Guiding Peer Review. Research Notes
Language: English
Authors: Bailey, Alison L., Wolf, Mikyung Kim, Ballard, Laura, Educational Testing Service (ETS)
Source: Educational Testing Service. 2022.
Availability: Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Peer Reviewed: N
Page Count: 13
Publication Date: 2022
Sponsoring Agency: William T. Grant Foundation
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: English (Second Language), Second Language Learning, Language Proficiency, Alignment (Education), Mastery Learning, Language Tests, Test Validity, Educational Policy, Test Content, Scores, Course Content, Evidence, Peer Evaluation, State Standards, Language Research, Academic Standards, English Language Learners, Elementary Secondary Education
Abstract: The research note focuses on the alignment aspect of English language proficiency (ELP) assessments, one of the required types of validity evidence for the federal peer review process of states' assessment systems. A basic tenant of current U.S. education policy is the alignment between what a test assesses and what content has been determined as meaningful for students in a given grade. A student's performance on a well-aligned assessment should indicate that student's level of mastery of content knowledge. Whereas the alignment methods and literature on academic content assessments are relatively well-established, little guidance is available as to how to evaluate the alignment of ELP assessments to standards in terms of their content match.
Abstractor: ERIC
Entry Date: 2022
Accession Number: ED622517
Database: ERIC
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  Data: English Language Proficiency Standards and Assessment Alignment: Issues, Insights, and Innovations for Guiding Peer Review. Research Notes
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  Data: <searchLink fieldCode="AR" term="%22Bailey%2C+Alison+L%2E%22">Bailey, Alison L.</searchLink><br /><searchLink fieldCode="AR" term="%22Wolf%2C+Mikyung+Kim%22">Wolf, Mikyung Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Ballard%2C+Laura%22">Ballard, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Educational+Testing+Service+%28ETS%29%22">Educational Testing Service (ETS)</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Testing+Service%22"><i>Educational Testing Service</i></searchLink>. 2022.
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  Data: Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
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  Data: N
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  Data: 13
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  Data: 2022
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  Data: William T. Grant Foundation
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Content%22">Test Content</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Content%22">Course Content</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22State+Standards%22">State Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Research%22">Language Research</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Abstract
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  Data: The research note focuses on the alignment aspect of English language proficiency (ELP) assessments, one of the required types of validity evidence for the federal peer review process of states' assessment systems. A basic tenant of current U.S. education policy is the alignment between what a test assesses and what content has been determined as meaningful for students in a given grade. A student's performance on a well-aligned assessment should indicate that student's level of mastery of content knowledge. Whereas the alignment methods and literature on academic content assessments are relatively well-established, little guidance is available as to how to evaluate the alignment of ELP assessments to standards in terms of their content match.
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  Data: ED622517
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      – Text: English
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Language Proficiency
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      – SubjectFull: Alignment (Education)
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      – SubjectFull: Language Tests
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      – SubjectFull: Educational Policy
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      – SubjectFull: Scores
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      – SubjectFull: English Language Learners
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      – TitleFull: English Language Proficiency Standards and Assessment Alignment: Issues, Insights, and Innovations for Guiding Peer Review. Research Notes
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