2007 Reidy Interactive Lecture Series

English Language Learner Assessment and Accountability: Critical Considerations for Design and Implementation

There are significant challenges to appropriately assessing and including in accountability students for whom English is not their native language. This year's RILS conference featured thought-provoking presentations and discussions of the challenges and state-of-the-art research and practice on how to understand and deal more validly with Title I and Title III requirements. Presentations provided frameworks for defining what really matters for assessment and accountability among all the factors that make the EL population unique. Guidance was provided that outlined the specific requirements and how to address them for Title I and Title III, with an eye for efficiencies throughout the assessment development and use cycle. Research was provided and discussed about subgroup differences, empirical growth rates, and accommodations effectiveness mediated by ELL student characteristics. As usual for RILS, there was consistent attention to the policy implications of these presentations.


Session I:

Setting the Stage: English Language Learner Assessment and Accountability
Stanley Rabinowitz, WestEd

Session II:
ELL Assessment - Technical requirements for the assessment of ELL students

Validating accountability systems
Gary Cook, WCER
handout 1
handout 2
handout 3

Edynn Sato, WestEd
handout

Session III:

ELL Assessment - Access and accommodations
Charlene Rivera, Center for Equity and Excellence in Education
Maria Pennock-Roman, MPR Psychometric & Statistical Services

Session IV:
ELL Accountability

Stanley Rabinowitz, WestEd
Scott Marion, Center for Assessment
Ted Rebarber, Accountability Works
Shelda Hale, Kentucky Department of Education

Session V:
A Framework of English Language Proficiency Standards and Assessments (draft being developed for USED)

Edynn Sato, WestEd