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
Underlying assumptions: Depending on context and interest, states
could test the following underlying assumptions to evaluate this claim:
- The test is fully aligned to the ELP/D standards.
- Items minimize construct-irrelevant variables.
- Students respond to items as intended.
- ELPA items function as intended.
- Any linkages across grade levels accurately indicate growth in student English language
- For states that use computer adaptive testing: The blueprint and adaptive algorithm
for the ELPA measure the required breadth and depth of the ELD/P standards.
- The ELPA is aligned to a coherent definition of language proficiency as represented
by the state’s ELP/D standards.
- The ELPA is accessible to all students.
- Testing processes of all four ELPA domains can support the use of accommodations
for students with various disabilities.
- Accommodations do not alter the meaning or behavior of ELPA items.
Claim 5 directly supports Claim 7 (ELPA scores accurately reflect students’ proficiency
in the academic English necessary to participate fully in instructional discourse
conducted in English). If the ELPA is not designed such that it elicits the intended
response from all students, including those with disabilities, or if the ELPA is
not aligned to the state’s ELP/D standards, scores will not accurately reflect students’
English language proficiency.