Minnesota and Wisconsin Teachers of English to Speakers of Other Languages
This article describes research that used the think-aloud method to elicit responses from
students on released high stakes test items. Four students who were English language
proficient and four students whose first language was Spanish completed a mini-test
made up of four mathematics items. In the process of thinking aloud, the students
revealed that design (formatting) issues in items can cause some students to struggle,
that read aloud accommodations are still necessary for students who struggle with
English, and that culturally irrelevant information may mislead or confuse students who
are new to this country. The evidence from this study demonstrates that we need further
research and activities at the state and district level to ensure that high stakes
assessments are both accessible and valid for all students.
Erichsrud, Andrea; Johnstone, Christopher.
…And the Beat Goes On: Further Evidence to Support the Need for Accommodations and Universal Design in High Stakes Testing of English Language Learners.
Minnesota and Wisconsin Teachers of English to Speakers of Other Languages.
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