ELPA Common Interpretive Argument Claim 1. Students have been appropriately identified to receive EL services and participate in the ELP assessment Claim 4. The ELPA is administered and scored as intended Claim 2. The ELD/P standards have been developed to support the acquisition of English language proficiency necessary to meet academic content and performance expectations Claim 6. ELPA performance levels reflect meaningful differences in students’ English language proficiency Claim 3. Teachers have the support and resources to provide instruction to promote students’ acquisition of academic English Claim 7. ELPA scores accurately  reflect students’ proficiency in the academic English necessary to participate fully in instructional discourse conducted in English Claim 5. The ELPA has been designed to yield scores that reflect students’ knowledge and skills in relation to academic English language expectations defined in the ELD/P standards Claim 8. ELPA scores/ performance levels are used appropriately to inform decisions related to assessment system goals EL students become proficient in English, acquiring the academic language skills necessary to participate fully in instructional discourse conducted in English EL programs and services are effective in supporting students’ acquisition of English and their academic achievement
(* Click on a claim to learn more)

The EVEA Common Interpretive Argument (CIA) was developed over the course of the project through collaborative efforts among state representatives and validity experts. The CIA presents an interactive look at the claims and underlying assumptions that contribute to the validity of an ELPA system. Each claim is linked to a set of possible underlying assumptions that states could test to determine whether each claim holds true for the state’s ELPA system. Users can also link to EVEA materials related to selected claims.



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