Backed by years of research, our programs also support K–12 teachers and decision makers and help individuals achieve academic, business and personal success with English-language proficiency.
Score Comparability for Language Minority Students on the Content Assessments Used by Two States
We examined three indicators of score comparability (reliability, internal test structure, and differential item functioning) for fourth and eighth grade ELL and former ELL students who took the NCLB-mandated content assessments in English-language arts and mathematics. The results from this study showed that although the assessments from the two states differed somewhat with respect to the three indicators, a high degree of score comparability was found for both states’ content assessments.
The ETS Guidelines for the Assessment of English-Language Learners is designed for test developers, testing program administrators and educational agencies as they work to ensure that assessments are fair and valid for English-language learners.
R&D Connections explores the issues surrounding valid assessment of English-language learners in content areas, such as reading, mathematics and science.
ETS Policy Notes: The Language Acquisition and Educational Achievement of English-Language Learners provides highlights from the ETS conference in 2008 on "The Language Acquisition and Educational Achievement of English-Language Learners."
Testing Accommodations for English-Language Learners: A Review of State and District Policies is a review and summary of current information regarding testing accommodations currently used in different states and districts for English-language learners.
ETS works closely with states and the consortia to bring technological innovations to K–12 assessment.
ETS has assisted the NAEP program in introducing numerous psychometric and assessment design innovations over the years.
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