RUcore: Rutgers University Community Repository
Accountability issues and high stakes standardized assessment
Descriptive
TitleInfo
Title
Accountability issues and high stakes standardized assessment
SubTitle
practices, challenges, and impact for english language learners
Name
(type = personal)
NamePart
(type = family)
Farah
NamePart
(type = given)
Mary
NamePart
(type = date)
1973-
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Mary Farah
Role
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author
Name
(type = personal)
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(type = family)
Curran
NamePart
(type = given)
Mary Elizabeth
DisplayForm
Mary Elizabeth Curran
Affiliation
Advisory Committee
Role
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(authority = RULIB)
chair
Name
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NamePart
Rutgers University
Role
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degree grantor
Name
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NamePart
Graduate School of Education
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school
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Text
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theses
OriginInfo
DateCreated
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2017
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2017-05
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2017
Place
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xx
Language
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(type = code)
eng
Abstract
(type = abstract)
English language learners (ELLs) are the fastest growing student population in American schools. Reform policies represented by the No Child Left Behind legislation has mandated the inclusion of ELLs in high-stakes statewide assessments administered in English. Nationwide, ELLs have been performing below proficient on these mandated state tests. This mixed-methods study examined the extent to which the assessment system addressed the educational needs of ELLs. The study investigated the practices, challenges, and impact of high-stakes statewide assessments on high school ELLs from the perspective of ESL teachers, content area teachers, and ELLs. The study also included an analysis of the testing accommodations provided to ELLs. This mixed-methods study used a teacher online survey and interviews with both teachers and ELLs as sources of data collection. Survey participants included seventy-one teachers while interview participants involved seven teachers and ten ELLs. The findings revealed that the assessment practices used pose major challenges to ELLs who lack proficiency in the English language. Results also showed that the assessment policy failed to acknowledge the challenges ELLs face as well as the unique assessment needs of ELLs. The assessment policy failed to see that the process that works for native English-speaking students does not necessarily work for ELLs. The study highlighted the problems with the assessments used with ELLs and pinpointed helpful testing accommodations and alternate assessment options for ELLs that is hoped to create equity and excellence in the assessment of ELLs.
Subject
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Topic
Language Education
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
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ETD
Identifier
ETD_8097
PhysicalDescription
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electronic resource
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (xiv, 218 p. : ill.)
Note
(type = degree)
Ed.D.
Note
(type = bibliography)
Includes bibliographical references
Subject
(authority = ETD-LCSH)
Topic
Educational tests and measurements
Subject
(authority = ETD-LCSH)
Topic
English language
Subject
(authority = ETD-LCSH)
Topic
Second language acquisition
Note
(type = statement of responsibility)
by Mary Farah
RelatedItem
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
Location
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NjNbRU
Identifier
(type = doi)
doi:10.7282/T3W95CZ8
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Farah
GivenName
Mary
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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2017-04-19 13:05:49
AssociatedEntity
Name
Mary Farah
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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windows xp
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2017-04-19T17:23:16
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2017-04-19T17:23:16
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