Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Canche, Manuel S. Gonzalez | 1 |
| Chapman, Mark | 1 |
| Garrett-Rucks, Paula | 1 |
| Kim, Ahyoung Alicia | 1 |
| Kondo, Akira | 1 |
| Moreno, Oscar | 1 |
| Portes, Pedro R. | 1 |
| Stollberg, Robert | 1 |
| Wilmes, Carsten | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
| Reports - Descriptive | 1 |
Education Level
Audience
Location
| Georgia | 3 |
| Alabama | 1 |
| Colorado | 1 |
| Delaware | 1 |
| Illinois | 1 |
| Minnesota | 1 |
| Nevada | 1 |
| New Jersey | 1 |
| North Dakota | 1 |
| Oklahoma | 1 |
| Pennsylvania | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| Georgia Criterion Referenced… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkKim, Ahyoung Alicia; Chapman, Mark; Kondo, Akira; Wilmes, Carsten – Language Testing, 2020
This study investigated the assessment literacy required for K-12 educators to interpret score reports from a K-12 English language proficiency assessment. The assessment in concern is ACCESS for ELLs, which is an annual summative assessment that is delivered to nearly 2 million English learners (ELs) across 39 US states and territories. This…
Descriptors: English Language Learners, Elementary Secondary Education, Assessment Literacy, Language Tests
Download full textMoreno, Oscar; Garrett-Rucks, Paula – Dimension, 2021
Despite the increasing number of U.S. born Latinos, placing heritage and native speakers in the Spanish curriculum is still a challenge (MacGregor-Mendoza & Moreno, 2020). The present article: (1) addresses the unique needs of heritage speakers in the Spanish curriculum; (2) problematizes traditional grammar-based placement exams; and (3)…
Descriptors: Student Placement, Language Tests, Spanish, Heritage Education
Portes, Pedro R.; Canche, Manuel S. Gonzalez; Stollberg, Robert – Society for Research on Educational Effectiveness, 2016
The Instructional Conversation (IC) is a complete classroom pedagogy that focuses on teaching through small-group dialogue with students allowing responsive instruction for each student. The IC is anchored by cognitive-developmental theory and by four decades of multi-method quasi-experimental studies. This study describes the first research of an…
Descriptors: Small Group Instruction, English Language Learners, Second Language Instruction, Standardized Tests
