English Language Learners and Standardized Tests

A surge in limited English proficiency (LEP) enrollment became a nationwide phenomenon between 1995 and 2005, as virtually all regions of the country experienced a rapid growth in immigrant population. In Buffalo, the increase in ELL students stemmed largely from the active resettlement of refugees from around the world in Buffalo. In 2004-2005, Buffalo had 2,539 LEP students who collectively spoke 46 different languages. In 2009-2010, that enrollment number shot up to 3,481 students, who spoke 67 languages. In Buffalo, as in many locales, the rise in ELL learners has coincided with a dramatic increase in high stakes standardized testing; unfair testing policies being employed have often failed to reflect the realities of English language learning

Improving language mapping in clinical fMRI through assessment of grammar.

IntroductionBrain surgery in the language dominant hemisphere remains challenging due to unintended post-surgical language deficits, despite using pre-surgical functional magnetic resonance (fMRI) and intraoperative cortical stimulation. Moreover, patients are often recommended not to undergo surgery if the accompanying risk to language appears to be too high. While standard fMRI language mapping protocols may have relatively good predictive value at the group level, they remain sub-optimal on an individual level. The standard tests used typically assess lexico-semantic aspects of language, and they do not accurately reflect the complexity of language either in comprehension or production at the sentence level. Among patients who had left hemisphere language dominance we assessed which tests are best at activating language areas in the brain.MethodWe compared grammar tests (items testing word order in actives and passives, wh-subject and object questions, relativized subject and object clauses and past tense marking) with standard tests (object naming, auditory and visual responsive naming), using pre-operative fMRI. Twenty-five surgical candidates (13 females) participated in this study. Sixteen patients presented with a brain tumor, and nine with epilepsy. All participants underwent two pre-operative fMRI protocols: one including CYCLE-N grammar tests (items testing word order in actives and passives, wh-subject and object questions, relativized subject and object clauses and past tense marking); and a second one with standard fMRI tests (object naming, auditory and visual responsive naming). fMRI activations during performance in both protocols were compared at the group level, as well as in individual candidates.ResultsThe grammar tests generated more volume of activation in the left hemisphere (left/right angular gyrus, right anterior/posterior superior temporal gyrus) and identified additional language regions not shown by the standard tests (e.g., left anterior/posterior supramarginal gyrus). The standard tests produced more activation in left BA 47. Ten participants had more robust activations in the left hemisphere in the grammar tests and two in the standard tests. The grammar tests also elicited substantial activations in the right hemisphere and thus turned out to be superior at identifying both right and left hemisphere contribution to language processing.ConclusionThe grammar tests may be an important addition to the standard pre-operative fMRI testing

University entrance language tests : a matter of justice

University entrance language tests are often administered under the assumption that even if language proficiency does not determine academic success, a certain proficiency level is still required. Nevertheless, little research has focused on how well L2 students cope with the linguistic demands of their studies in the first months after passing an entrance test. Even fewer studies have taken a longitudinal perspective. Set in Flanders, Belgium, this study examines the opinions and experiences of 24 university staff members and 31 international L2 students, of whom 20 were tracked longitudinally. Attention is also given to test/retest results, academic score sheets, and class recordings. To investigate the validity of inferences made on the basis of L2 students' scores, Kane's (2013) Interpretation/Use Argument approach is adopted, and principles from political philosophy are applied to investigate whether a policy that discriminates among students based on language test results can be considered just. It is concluded that the receptive language requirements of university studies exceed the expected B2 level and that the Flemish entrance tests include language tasks that are of little importance for first-year students. Furthermore, some of the students who failed the entrance test actually managed quite well in their studies - a result that entails broad implications concerning validation and justice even outside the study's localized setting

One Framework to unite them all? Use of the CEFR in European university entrance policies

Fifteen years after its publication, the Common European Framework of Reference for Languages is a commonly used document in language tests and policies across Europe. This article considers the CEFR's impact on university entrance language tests and policies that are used to regulate the entrance of international L2 students who wish to study in a national language of the host country. Using a qualitative approach, this study aims to (a) outline and compare the target language demands toward L2 students entering European universities and to (b) determine the impact of the CEFR on European university entrance policies, tests, and testers. This article offers an overview of the university entrance language requirements for foreign L2 students in 28 European countries or regions with an autonomous educational policy. It is based on structured interviews with 30 respondents involved with university entrance test development and knowledgeable about university entrance policies in their context. The results show that the CEFR is omnipresent in European university entrance language tests and that the B2 is the most commonly used level in that context. The data also show that normative CEFR use is very common and that in many contexts CEFR levels are misused for marketing purposes or to control university admission

Symbolic Algorithms for Language Equivalence and Kleene Algebra with Tests

We first propose algorithms for checking language equivalence of finite automata over a large alphabet. We use symbolic automata, where the transition function is compactly represented using a (multi-terminal) binary decision diagrams (BDD). The key idea consists in computing a bisimulation by exploring reachable pairs symbolically, so as to avoid redundancies. This idea can be combined with already existing optimisations, and we show in particular a nice integration with the disjoint sets forest data-structure from Hopcroft and Karp's standard algorithm. Then we consider Kleene algebra with tests (KAT), an algebraic theory that can be used for verification in various domains ranging from compiler optimisation to network programming analysis. This theory is decidable by reduction to language equivalence of automata on guarded strings, a particular kind of automata that have exponentially large alphabets. We propose several methods allowing to construct symbolic automata out of KAT expressions, based either on Brzozowski's derivatives or standard automata constructions. All in all, this results in efficient algorithms for deciding equivalence of KAT expressions

A software tool for the statistical analysis of language tests

Chapter SixZadanie pt. „Digitalizacja i udostępnienie w Cyfrowym Repozytorium Uniwersytetu Łódzkiego kolekcji czasopism naukowych wydawanych przez Uniwersytet Łódzki” nr 885/P-DUN/2014 zostało dofinansowane ze środków MNiSW w ramach działalności upowszechniającej nauk

Using Achievement Tests to Measure Language Assimilation and Language Bias among Immigrant Children

We use Woodcock Johnson III child assessment data in the New Immigrant Survey to examine language assimilation and test score bias among children of Hispanic immigrants. Our identification strategy exploits the test language randomization (Spanish or English) to quantitatively measure the degree and speed of language assimilation, in addition to the potential costs associated with taking a test in one’s non-dominant language. We find that U.S. born children of Hispanic immigrants are not bilingual as predicted by most language assimilation models but rather are English dominant. English language assimilation occurs at a rapid pace for foreign born children as well; children who arrive in the U.S. at an early age or who have spent more than four years in the U.S. do not benefit from taking the tests in Spanish. Results are robust to a fixed effects specification that controls for household level characteristics constant across siblings.immigration, language assimilation, New Immigrant Survey, Woodcock Johnson achievement tests

The Composition Of Normative Groups And Diagnostic Decision Making: Shooting Ourselves In The Foot

Purpose: The normative group of a norm-referenced test is intended to provide a basis for interpreting test scores. However, the composition of the normative group may facilitate or impede different types of diagnostic interpretations. This article considers who should be included in a normative sample and how-this decision must be made relative to the purpose for which a test is intended. Method: The way in which the composition of the normative sample affects classification accuracy is demonstrated through a test review followed by a simulation study. The test review examined the descriptions of the normative group in a sample of 32 child language tests. The mean performance reported in the test manual for the sample of language impaired children was compared with the sample's norms, which either included or excluded children with language impairment. For the simulation, 2 contrasting normative procedures were modeled. The first procedure included a mixed group of representative cases (language impaired and normal cases). The second procedure excluded the language impaired cases from the norm. Results: Both the data obtained from test manuals and the data simulation based on population characteristics supported our claim that use of mixed normative groups decreases the ability to accurately identify language impairment. Tests that used mixed norms had smaller differences between the normative and language impaired groups in comparison with tests that excluded children with impairment within the normative sample. The simulation demonstrated mixed norms that lowered the group mean and increased the standard deviation, resulting in decreased classification accuracy. Conclusions: When the purpose of testing is to identify children with impaired language skills, including children with language impairment in the normative sample can reduce identification accuracy.Communication Sciences and Disorder