Who is like Whom? Reclassification and Performance Patterns for Different Groupings of English Learners

Approximately 10 percent of the US K-12 population consists of English learners (ELs), or students who are learning English in addition to academic content in areas like English language arts (ELA) and mathematics. In addition to meeting the same academic content and performance standards set for all students, it is also a goal for ELs to be reclassified – i.e., to master English so that they can shed the EL label and participate in academic settings where English is used without needing special support. Working with a longitudinal cohort of ~28,000 ELs in grades 3 through 8 from one state, this study uses discrete-time survival analysis to study the probability of being reclassified as a function of time, instructional covariates (e.g., type of language instruction), background covariates (e.g., the student’s home language), years of EL-related service, and district resources. The results suggest that, while probability of reclassification can vary considerably as a function of students’ instructional program, intrastate mobility, and grade retention, ultimately the best predictor of reclassification is the amount of time students have been receiving services. Policy recommendations are provided to support decision-making and resource-allocation, particularly for students most at risk of remaining ELs for a prolonged period of item. Future research ideas are also discussed

Psicothema

Resumen tomado de la publicaciónAntecedentes: la evidencia de validez basada en el contenido del test es una de las cinco formas de evidencias de validez estipuladas en los Standards for Educational and Psychological Testing de la American Educational Research Association. En este artículo describimos la lógica y teoría que subyace a tal fuente de evidencia, junto a métodos tradicionales y modernos para obtener y analizar los datos de validez de contenido. Método: una revisión comprehensiva de la bibliografía y de los mencionados Standards. Resultados: para los tests educativos y otras evaluaciones de los conocimientos y habilidades que poseen los examinados, la evidencia de validez basada en el contenido del test es necesaria para elaborar un argumento de validez que apoye el uso de un test para un objetivo particular. Conclusiones: siguiendo los métodos descritos en este artículo, los profesionales tienen un amplio arsenal de herramientas disponibles para determinar en qué medida el contenido de una evaluación es congruente y apropiado para los objetivos específicos de la evaluación.Universidad de Oviedo. Biblioteca de Psicología; Plaza Feijoo, s/n.; 33003 Oviedo; Tel. +34985104146; Fax +34985104126; [email protected]