5.+High+Stakes+Tests

There is an ongoing debate about standardized testing and its validity for students, especially English language learners. Many argue that standardized tests are not true indicators of English language learners’ performance. To understand this issue, we must first understand what standardized tests are and how English language learners are affected by these tests. Additionally, as teachers we must know what types of accommodations and alternatives can be used during testing and explore the option multiple measures as a solution to the issue of standardized tests.
 * High Stakes Tests**

Standardized testing is form of summative assessment that is commonly used in the United States. There are two types of standardized test, norm-referenced and criterion-reference tests. Norm-referenced test rank students by measuring their against the norm group. Criterion-reference test gather information on students in relation to growth or achievement and is based on a specific criteria. The data from standardize test can be reported in the following forms: raw scores, stanines, percentiles, normal curve equilavent, standard/z scores or grade-level equivalents.

Standardized tests have failed our English language learners because it lacks validity as it relates to academic achievement. There are several reasons why the validity of standard tests is in question. One, the construction of the tests does not take into account the development of second language acquisition. Although students may be proficient one or two domains, low proficiency in other domains can hinder the student from doing well on the test. Two, students understanding is contingent upon students’ understanding printed materials. If the student has not mastered language in the reading domain, this will make the test difficult. Third, the modifications and accommodations used for English language learners have not been tested. Hence, there is no evidence that they are helping these students. These are just a few of the reasons why the validity of standardized testing has come into question.

Test preparation for English language learners is somewhat similar to the preparation used with native English speaking students. Examples of test preparation strategies are: familiarizing students with the format of the test and test vocabulary and practicing timed tests. These strategies will help prepare English language learners for standardized testing. There are also accommodations currently recommended by states on large-scaled tests. Some of these accommodations are as follows: extended time, small-group administration, individual administration, oral reading of questions, and use of bilingual list and dictionaries. Alternate assessments can be used for English language learners with severe cognitive disabilities. The alternatives assessments include: using selected response instead of multiple-choice, graphic and visual support, and reduction of linguistic complexity, just to name a few.

A proposed solution to the issue of standardized test would be the use of multiple measures. Multiple measures would included three types of measures: standardized achievement tests – tests match students’ academic profiles and considers their native languages, standard performance tasks – tasks are state created but vary based on student, and a standard classroom protocol – protocol is aligned with standards but includes input from the teacher. Use of these measures would give a more accurate reading of English language learners’ true proficiency level.

**Gottlieb, M. 2006. //Assessing English language learners: Bridges from language proficiency// ** **//to academic achievement. //****Thousand Oaks, CA: Corwin Press. **

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