scholarly journals Testing: A Systemic Functional View of High Stakes Test Preparation Materials

2011 ◽  
pp. 80
Author(s):  
Joshua Schulze
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Academic Language ◽  
Test Preparation ◽  
Upper Elementary ◽  
Informational Texts ◽  
Linguistic Features ◽  
High Stakes ◽  
Genre Awareness

Educators of English language learners (ELLs) frequently use test preparation materials to help ELLs prepare for high stakes language exams. This study uses tools of systemic functional linguistics (SFL) to examine how academic language is used to construct meaning within these test preparation materials. While the test preparation materials and available test excerpts contain a range of genres, this study focuses particularly on informational texts with scientific topics, designed for upper elementary students. The results highlight  pedagogical advantages of using SFL to develop genre awareness in ELLs by attending to the linguistic features evident in the genre.

Test-Based Education for Students with Disabilities and English Language Learners: The Impact of Assessment Pressures on Educational Planning

2016 ◽  
Vol 118 (14) ◽  
pp. 1-24 ◽  
Author(s):  
Peter Clyde Martin
Keyword(s):  
English Language Learners ◽  
School Improvement ◽  
Students With Disabilities ◽  
Language Learners ◽  
English Language ◽  
Test Preparation ◽  
Impact Testing ◽  
School Life ◽  
High Stakes ◽  
The Impact

The article presents a longitudinal study of an urban charter middle school to examine the impact testing pressures can have on the education of students with disabilities and English language learners, and how this may lead to a narrowing of the content they are taught. The study examines various sources of data, including the school's evolving language, literacy, and math programs, high-stakes test results, school improvement plans, and written IEP goals. Over several years, as low test scores and failure to make AYP had an increasing impact on school life, skills specifically targeted on annual state tests became the guide for how math and literacy and language development were addressed. In effect, instruction in these areas became equated with test preparation. As ranges in proficiency led to ability grouping in pertinent courses, there was a narrowing of skills addressed in the lower-level classes that were entirely populated by students categorized as limited-English proficient and/or having a disability. In effect, this turned test preparation into the math and literacy curricula for these students, which in turn affected decisions regarding which skills would be addressed in students’ IEPs. Implications for schools, policy, and further research are suggested.

scholarly journals A Systemic-Functional Analysis of English Language Learners' Writing

2015 ◽  
Vol 31 (1) ◽  
pp. 207-237 ◽  
Author(s):  
Luciana C. DE OLIVEIRA
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Educational Practice ◽  
Linguistic Features ◽  
Lexical Cohesion ◽  
Systemic Functional Linguistic ◽  
Clause Combining ◽  
The University ◽  
Passing Score

This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expository writing, which are divided under three main categories: textual, interpersonal, and ideational resources. Following this brief description is the analysis of both essays in terms of these resources.. The configuration of grammatical features used in the essays make up the detached style of essay 1 and the more personal style of essay 2. These grammatical features include the textual resources of thematic choices and development, clause-combining strategies (connectors), and lexical cohesion; interpersonal resources of interpersonal metaphors of modality; and ideational resources of nominalization and abstractions as ideational metaphors. Implications for educational practice and recommendations for educators based on the analysis are provided.

Language and the Performance of English-Language Learners in Math Word Problems

2008 ◽  
Vol 78 (2) ◽  
pp. 333-368 ◽  
Author(s):  
MARIA MARTINIELLO
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Word Problems ◽  
English Language ◽  
Assessment System ◽  
Linguistic Features ◽  
Linguistic Complexity ◽  
Test Items ◽  
Math Test ◽  
Math Proficiency

In this article, Maria Martiniello reports the findings of a study of the linguistic complexity of math word problems that were found to exhibit differential item functioning for English-language learners (ELLs) and non-ELLs taking the Massachusetts Comprehensive Assessment System (MCAS) fourth-grade math test. It builds on prior research showing that greater linguistic complexity increases the difficulty of Englishlanguage math items for ELLs compared to non-ELLs of equivalent math proficiency. Through textual analyses, Martiniello describes the linguistic features of some of the 2003 MCAS math word problems that posed disproportionate difficulty for ELLs. Martiniello also uses excerpts from children's think-aloud transcripts to illustrate the reading comprehension challenges these features pose to Spanish-speaking ELLs. Through both DIF statistics and the voices of children, the article scrutinizes the appropriateness of inferences about ELLs' math knowledge based on linguistically complex test items.

Using New Technologies to Engage and Support English Language Learners in Mathematics Classrooms

2019 ◽  
pp. 549-563
Author(s):  
Robert Pritchard ◽  
Susan O'Hara ◽  
Jeff Zwiers
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
New Technologies ◽  
Academic Language ◽  
Mathematical Practice ◽  
Web Based ◽  
Mathematics Classrooms ◽  
Grade Levels ◽  
Definition Of

An emerging body of research is demonstrating the potential of new technologies such as iPad and phone apps, wikis, blogs, podcasts and web-based editing tools for significantly improving the academic language development of English language learners. The authors of this chapter present an expanded definition of academic language, explain why these new technologies are important, and discuss how they can be used to provide effective and innovative mathematics instruction to English language learners. Three classroom vignettes demonstrate specific ways in which a variety of technologies can be implemented across grade levels to meet the Common Core State Standards for Mathematical Practice and Content.

Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research

2011 ◽  
Vol 28 (3) ◽  
pp. 367-382 ◽  
Author(s):  
Lorena Llosa
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Large Scale ◽  
English Language ◽  
Classroom Assessment ◽  
English Proficiency ◽  
The United States ◽  
High Stakes ◽  
Classroom Assessments ◽  
Key Issues

With the United States’ adoption of a standards-based approach to education, most attention has focused on the large-scale, high-stakes assessments intended to measure students’ mastery of standards for accountability purposes. Less attention has been paid to the role of standards-based assessments in the classroom. The purpose of this paper is to discuss key issues and challenges related to the use of standards-based classroom assessments to assess English language learners’ English proficiency. First, the paper describes a study of a standards-based classroom assessment of English proficiency in a large urban school district in California. Second, using this study as an example and drawing from the literature in language testing on classroom assessment, this paper highlights the major issues and challenges involved in using English proficiency standards as the basis for classroom assessment. Finally, the article outlines a research agenda for the field given current developments in the areas of English proficiency standards and classroom assessment.

The Language Policy of Placement Tests for Newcomer English Learners

2016 ◽  
Vol 32 (7) ◽  
pp. 936-968 ◽  
Author(s):  
Kendall King ◽  
Martha Bigelow
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
Participant Observation ◽  
Literacy Skills ◽  
Placement Test ◽  
Formal Schooling ◽  
High Stakes

U.S. public schools are required to establish policies ensuring that English language learners have equal access to “meaningful education.” This demands that districts put into place mechanisms to determine student eligibility for specialized English language services. For the most states, this federal requirement is fulfilled through the local administration of the WIDA–Access Placement Test (W-APT), arguably the most widely used, yet under-studied, English language assessment in the country. Through intensive participant observation at one, urban new student intake center, and detailed qualitative, discursive analysis of test administration and interaction, we demonstrate how the W-APT works as a high-stakes assessment, screener, and sorter, and how test takers and test administrators locally negotiate this test and enact this federal and state policy. Our analysis indicates that the W-APT is problematic in several respects, most importantly because the test does not differentiate adequately across students with widely different literacy skills and formal schooling experiences.

On My Mind: University Faculty—Making Classroom Connections

2007 ◽  
Vol 12 (9) ◽  
pp. 488-489
Author(s):  
Denisse R. Thompson ◽  
Gladis Kersaint
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
University Faculty ◽  
Full Time ◽  
High Stakes ◽  
Use Of Technology ◽  
Graduate Teacher Education

University teacher educators typically wear many hats. Their many roles may include providing professional development (i.e., workshops) for practicing teachers on various topics (e.g., use of technology, teaching English Language Learners); teaching mathematics or methods courses to teachers or teacher candidates enrolled in undergraduate or graduate teacher education programs; and working with various groups or entities related to policy issues in mathematics education (e.g., teacher licensure, high-stakes assessment). Although mathematics teacher educators contribute to the field in various ways, a perception exists that university faculty are in an “ivory tower,” having few or ancient connections to schools. In some cases, their credibility may be questioned because of the time that has elapsed since they were in a classroom full time.

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