English Language Proficiency Assessment Resources

Articles:

Davidson, F. (1994). Norms appropriacy of achievement tests: Spanish-speaking children and English children’s norms. Language Testing, 11, (1), 83-95.

Peña, E. D., Iglesia, A., & Lidz, C.S. (2001). Reducing test bias through dynamic assessment of children’s word learning ability. American Journal of Speech-Language Pathology, 10, 138-154.

Peña, E. D. & Quinn, R. (1997). Effects on the test performance of Puerto Rican and African American children. Language, Speech, and Hearing Services in Schools, 28, (4), 323-32.

Pray, L. (2005). How well do commonly used language instruments measure English oral-language proficiency? Bilingual Research Journal, 29(2), 387-409.

Winter, P.C., Kopriva, R.J., Chen, C.S. & Emick, J.E. (2006). Exploring individual and item factors that affect assessment validity for diverse learners: Results from a large-scale cognitive lab. Learning and Individual Differences, 16 (4) 267-276.

Books:

Abedi, J. (2007). English language proficiency assessment in the nation: Current status and future practice. Davis, CA: University of California, School of Education.

Bailey, A.L. (2008). Assessing the language of young learners. In E. Shohamy & N. H. Hornberger (Eds.) Encyclopedia of language and education, Vol. 7: Language testing and assessment. (pp. 379-398). Berlin: Springer.

Buck, G. (2001). Assessing listening. Cambridge: Cambridge University Press.

Davidson, F. & Lynch, B. K. (2002). Testcraft: A teacher’s guide to writing and using language test specifications. New Haven, CT: Yale Press.

Fulcher, G., & Davidson, F. (2006). Language testing and assessment: An advanced resource book. New York: Routledge.

Garcia, G., McKoon, G., & August, D. (2006). Language and literacy assessment of language-minority students. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners (pp. 597-624). Mahwah, NJ: Lawrence Erlbaum Associates.

Gottleib, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.

Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.

Lumley, T., & Brown, A. (2004). Research methods in language testing. In E. Hinkel (Ed.), Handbook of Research in Language Teaching (pp. 833–856). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

McKay, P. (2006). Assessing Young Language Learners. Cambridge, UK: Cambridge University Press.

Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.

Web Resources:

Abedi, J., Bailey, A., Butler, F., Castellon-Wellington, M., Leon, S. & Mirocha, J. (2005). The validity of administering large-scale content assessments to English Language Learners: An investigation from three perspectives. (CSE Report 663.) Los Angeles, CA: National Center for Research on Evaluation, Standards and Student Testing (CRESST). (Accessible at: http://www.cse.ucla.edu/products/reports/r663.pdf)

Cook, G. (2006). Aligning Assessment to Guide the Learning of All Students: Aligning English Language Proficiency Tests to English Language Learning Standards Washington DC: Council of Chief State School Officers.

Forte, E. (2007). How states are defining, measuring, and evaluating proficiency among English language learners. Washington, DC: Council of Chief State School Officers.

Kato, K., Albus, D., Liu, K., & Thurlow, M. (2004). Relationships between a Statewide Language Proficiency Test and Academic Achievement Assessments (LEP Projects Report 4). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. (NCELA Resource Collection, No. BE022927.)

Kopriva, R.J. (2000). Ensuring accuracy in testing for English Language Learners. Washington, DC: Council of Chief State School Officers.

McKay, P. (2005). Research into the assessment of school-age language learners. Annual Review of Applied Linguistics, 25, 243-263. (Accessible at: http://eprints.qut.edu.au/12095/1/12095.pdf)

Other Resources:

Gottlieb, M. (2004). English language proficiency standards for English language learners in kindergarten through grade 12 -- Frameworks for large-scale state and classroom assessment. Madison, WI: State of Wisconsin Department of Public Instruction, WIDA Consortium.

Oliver, R. Haig, Y., & Rochecouste, J. (2003) Oral language assessment and the communicative competence of adolescent students. Mount Lawley: Centre for Applied Language and Literacy Research, Edith Cowan University.

Rossell, C. (2005). Making uneven strides: State standards for achieving English language proficiency under the No Child Left Behind Act. Arlington, VA: Lexington Institute. (NCELA Resource Collection, No. BE023189.)

Teachers of English to Speakers of Other Languages (2006). PreK-12 English language proficiency standards: Augmentation of the World-Class Instructional Design and Assessment (WIDA) Consortium English language proficiency standards. Alexandria, VA: Author, PreK-12 English Language Proficiency Standards Team.

U.S. Department of Education (2003). Standards and assessments: Non-regulatory draft guidance. Washington, DC: Author. (NCELA Resource Collection, No. BE021007.)

United States Government Accountability Office. (2007). No Child Left Behind Act: Education assistance could help states better measure progress of students with limited English proficiency. Washington, DC: U.S. Government Accountability Office.

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