View in EDS

Universal Tools Activation in English Language Proficiency Assessments: A Comparison of Grades 1-12 English Learners with and without Disabilities

Saved in:
Bibliographic Details
Title: Universal Tools Activation in English Language Proficiency Assessments: A Comparison of Grades 1-12 English Learners with and without Disabilities
Language: English
Authors: Kim, Ahyoung Alicia (ORCID 0000-0001-7857-0503), Yumsek, Meltem, Kemp, Jason A. (ORCID 0000-0001-5676-4526), Chapman, Mark, Cook, H. Gary
Source: Language Testing. 2023 40(4):877-903.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 27
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 1
Primary Education
Grade 2
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Students with Disabilities, Language Tests, Language Skills, English Language Learners, Access to Education, Elementary School Students, Grade 1, Grade 2, Student Attitudes, Testing, Computer Assisted Testing, Comparative Analysis, Testing Accommodations
DOI: 10.1177/02655322221149009
ISSN: 0265-5322
1477-0946
Abstract: English learners (ELs) comprise approximately 10% of kindergarten to Grade 12 students in US public schools, with about 15% of ELs identified as having disabilities. English language proficiency (ELP) assessments must adhere to universal design principles and incorporate universal tools, designed to increase accessibility for all ELs, including those with disabilities. This two-phase mixed methods study examined the extent Grades 1-12 ELs with and without disabilities activated universal tools during an online ELP assessment: Color Overlay, Color Contrast, Help Tools, Line Guide, Highlighter, Magnifier, and Sticky Notes. In Phase 1, analyses were conducted on 1.25 million students' test and telemetry data (record of keystrokes and clicks). Phase 2 involved interviewing 55 ELs after test administration. Findings show that ELs activated the Line Guide, Highlighter, and Magnifier more frequently than others. The tool activation rate was higher in listening and reading domains than in speaking and writing. A significantly higher percentage of ELs with disabilities activated the tools than ELs without disabilities, but effect sizes were small; interview findings further revealed students' rationale for tool use. Results indicate differences in ELs' activation of universal tools depending on their disability category and language domain, providing evidence for the usefulness of these tools.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1396122
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1396122
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Universal Tools Activation in English Language Proficiency Assessments: A Comparison of Grades 1-12 English Learners with and without Disabilities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kim%2C+Ahyoung+Alicia%22">Kim, Ahyoung Alicia</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7857-0503">0000-0001-7857-0503</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yumsek%2C+Meltem%22">Yumsek, Meltem</searchLink><br /><searchLink fieldCode="AR" term="%22Kemp%2C+Jason+A%2E%22">Kemp, Jason A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5676-4526">0000-0001-5676-4526</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chapman%2C+Mark%22">Chapman, Mark</searchLink><br /><searchLink fieldCode="AR" term="%22Cook%2C+H%2E+Gary%22">Cook, H. Gary</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Language+Testing%22"><i>Language Testing</i></searchLink>. 2023 40(4):877-903.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 27
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  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="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Accommodations%22">Testing Accommodations</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/02655322221149009
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0265-5322<br />1477-0946
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: English learners (ELs) comprise approximately 10% of kindergarten to Grade 12 students in US public schools, with about 15% of ELs identified as having disabilities. English language proficiency (ELP) assessments must adhere to universal design principles and incorporate universal tools, designed to increase accessibility for all ELs, including those with disabilities. This two-phase mixed methods study examined the extent Grades 1-12 ELs with and without disabilities activated universal tools during an online ELP assessment: Color Overlay, Color Contrast, Help Tools, Line Guide, Highlighter, Magnifier, and Sticky Notes. In Phase 1, analyses were conducted on 1.25 million students' test and telemetry data (record of keystrokes and clicks). Phase 2 involved interviewing 55 ELs after test administration. Findings show that ELs activated the Line Guide, Highlighter, and Magnifier more frequently than others. The tool activation rate was higher in listening and reading domains than in speaking and writing. A significantly higher percentage of ELs with disabilities activated the tools than ELs without disabilities, but effect sizes were small; interview findings further revealed students' rationale for tool use. Results indicate differences in ELs' activation of universal tools depending on their disability category and language domain, providing evidence for the usefulness of these tools.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1396122
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1396122
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/02655322221149009
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 877
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Testing
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Testing Accommodations
        Type: general
    Titles:
      – TitleFull: Universal Tools Activation in English Language Proficiency Assessments: A Comparison of Grades 1-12 English Learners with and without Disabilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kim, Ahyoung Alicia
      – PersonEntity:
          Name:
            NameFull: Yumsek, Meltem
      – PersonEntity:
          Name:
            NameFull: Kemp, Jason A.
      – PersonEntity:
          Name:
            NameFull: Chapman, Mark
      – PersonEntity:
          Name:
            NameFull: Cook, H. Gary
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0265-5322
            – Type: issn-electronic
              Value: 1477-0946
          Numbering:
            – Type: volume
              Value: 40
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Language Testing
              Type: main
ResultId 1