1. Barbara D. Acosta, Charlene Rivera and Lynn Willner (2008)
Presented by:
Martha Crowell and Kerri Donahue
ESL 501

2.  Response to accountability requirements
 ELLs test scores not accurately reflected without
adequate accommodations
 Previously, accommodations based on students with
disabilities
 Need to distinguish between ELLs and students with
disabilities

3.  Construct-irrelevant variance
o Error due to extraneous information unrelated to construct being
assessed
 Linguistic challenges
o Such as ELL English language processing skills and rate of
encoding and decoding text
 Meet validity and reliability standards
o Cannot alter the construct being assessed or provide undue
assistance

4.  Direct linguistic support- adjustment to language of test
 Indirect linguistic support- adjustment to conditions under
which test is taken

5.  Level of English language proficiency (ELP)
o Beginning
o Intermediate
o Advanced
 Level of literacy in English and native language
 Age of students
 Years of formal schooling
 Language(s) of instruction
 Type(s) of language support program

6.  Defined as likely to reduce construct-irrelevant variance
due to language
 Nearly 2/3 of accommodations previously offered do not
meet this criteria for ELLs
 Examples of accommodations not considered ELL
Responsive:
• Test in familiar room with minimal distractions
• Test in small group
• Allow student to point to answers
• Allow student to mark answers in test booklet
• Allow student to read test aloud
• Familiar person administers test
• Inform student of remaining time

7. Direct Linguistic Support Indirect Linguistic Support
(language) (conditions)
Provide plain English test Extended time
Written translation
Reference materials (English and dual
language)
Written response in native language
Scripted oral English
Scripted oral translation
Clarification in English
Sight translation
Oral Response - English or native
language

8. 1. Screen accommodations allowed by state to determine
ELL Responsiveness
2. Specify accommodations to be used for each area of
content being tested
3. Standardize and clearly describe accommodations
4. Distinguish between test administration practices and
accommodations
5. Offer accommodations at each English language
proficiency level
6. Offer accommodations for ELLs with different levels of
literacy in English and native language

9.  Acosta, B., Rivera, C., & Willner, L. (2008). Best
Practices in State Assessment Policies for
Accommodating English Language Learners: A Delphi
Study. Arlington: George Washington University.
 Google Images (n.d.). Retrieved from
http://www.google.com/imghp?hl