skip to main content skip to footer

Next-Generation Summative English Language Proficiency Assessments for English Learners: Priorities for Policy and Research ELPA ELL PARCC CCSS CCR ASSETS SBAC ELPA21

Wolf, Mikyung Kim; Guzman-Orth, Danielle; Hauck, Maurice Cogan
Publication Year:
Report Number:
ETS Research Report
Document Type:
Page Count:
Subject/Key Words:
English Language Proficiency Assessment (ELPA), English Language Learners (ELL), Partnership for Assessment of Readiness for College and Careers (PARCC), Common Core State Standards (CCSS), College and Career Readiness (CCR), Summative Assessment, Value-Added, Next Generation Assessment, Elementary and Secondary Education, Academic Language, Educational Standards, Reclassification, SMARTER Balanced Assessment Consortium (SBAC), ASSETS English Language Proficiency Assessment System, English Language Proficiency Assessment for the 21st Century Consortium (ELPA21), Policies


The second paper addressed accessibility issues in the context of ELP assessments for ELs and ELs with disabilities (Guzman-Orth, Laitusis, Thurlow, & Christensen, 2016). The fourth paper dealt with one of the major uses of ELP assessments—the initial identification and classification of ELs (Lopez, Pooler, & Linquanti, 2016). The present paper focuses on summative ELP assessments that states use for accountability purposes. Based on the conversation that took place at the K–12 ELP Assessment Working Meeting on summative ELP assessments, we identify critical policy and research issues. We also highlight the challenges associated with measuring ELP in a diverse group of EL students and recommend ways to embrace and support EL students through shared goals and active communication across federal agencies, state agencies, local agencies, researchers, and practitioners. RELATED REPORTS: • Creating a Next-Generation System of K–12 English Learner Language Proficiency Assessments by M. C. Hauck, M. K. Wolf, & R. Mislevy ETS Research Report No. RR-16-06 • Conceptualizing Accessibility for English Language Proficiency Assessments by D. Guzman-Orth, C. Laitusis, M. Thurlow, & L. Christensen ETS Research Report No. RR-16-07 • Key Issues and Opportunities in the Initial Identification and Classification of English Learners by A. A. Lopez, E. Pooler, & R. Linquanti ETS Research Report No. RR-16-09 • Approaches to Automated Scoring of Speaking for K–12 English Language Proficiency Assessments by K. Evanini, M. C. Hauck, & K. Hakuta ETS Research Report No. RR-17-18

Read More