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Conceptualizing Accessibility for English Language Proficiency Assessments ELPA ELL

Guzman-Orth, Danielle; Laitusis, Cara Cahalan; Thurlow, Martha L.; Christensen, Laurene
Publication Year:
Report Number:
ETS Research Report
Document Type:
Page Count:
Subject/Key Words:
English Language Proficiency Assessment (ELPA), English Language Learners (ELL), Elementary Secondary Education, Students with Disabilities, Test-Takers with Disabilities, Policies, Testing Accommodations, Accessibility


The goal of this paper is to address accessibility issues in the context of ELP assessments and to discuss critical considerations to improve the accessibility of ELP assessments for ELs and ELs with disabilities. Although accessibility for ELs and ELs with disabilities who are taking content assessments is also important, a discussion about content assessments is beyond the scope of the paper at this time. In this paper, we discuss challenges and areas of possible directions to pursue for ongoing and future ELP assessment development, policy implications, and research considerations to improve the ELP testing experience for all users. 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 • Next-Generation Summative English Language Proficiency Assessments for English Learners: Priorities for Policy and Research by M. K. Wolf, D. Guzman-Orth, & M. C. Hauck ETS Research Report No. RR-16-08 • 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

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