In the present article, we present a systematical review of previous empirical studies that conducted formative assessment interventions to improve student learning. Previous meta-analysis research on the overall effects of formative assessment on student learning has been conclusive, but little has been studied on important features of formative…

English language learners (ELLs) face a challenging academic future in learning a new language while simultaneously mastering content in the language they may be struggling to learn. Assessment plays an extremely important role in the academic careers of ELL students, perhaps more so than for native speakers of English. Major changes and…

Given the changing landscape of educational accountability at the local, state, and national levels, and the changes in the uses of the National Assessment of Educational Progress (NAEP), including the evolving uses of NAEP as a policy tool to interpret state assessment and accountability systems, an explicit statement of the current and potential…

Presents the findings from research studies regarding the effectiveness and validity of various assessment accommodations for English Language Learners (ELLs) including: modifying English exams, providing glossaries and dictionaries, and allowing extra time. Based on the research findings, provides eight recommendations to policy makers and…

The Interrater/Test Reliability System (ITRS) is described. The ITRS is a comprehensive computer tool used to address questions of interrater reliability that computes several different indices of interrater reliability and the generalizability coefficient over raters and topics. The system is available in IBM compatible or Macintosh format. (SLD)

Assessments in English that are constructed for native English speakers may not provide valid inferences about the achievement of English language learners (ELLs). The linguistic complexity of the test items that are not related to the content of the assessment may increase the measurement error, thus reducing the reliability of the assessment.…

English language learners with disabilities (ELLWD) face many challenges in their academic career. Learning a new language and coping with their disabilities create obstacles in their academic progress. Variables relegating accessibility of assessments for students with disabilities and ELL students may seriously hinder the academic performance of…

Describes research on the development of a measure of student metacognition. The brief, domain-independent measure serves as a collateral measure in construct validation, supporting exploration of the self-regulatory demands of performance assessment. Results show that metacognition can be directly and explicitly measured in the context of…

This research attempted to discover the degree to which performance on assessments that have no direct consequences for individual students can be attributed to students' motivational states in addition to their underlying achievement in the domains measured. If such findings were reliable, it would allow us to correct underestimates of domain…

There are major issues involved with the disaggregated No Child Left Behind (NCLB) Act in terms of its adequate yearly progress reporting for students with limited English proficiency (LEP). Inconsistent LEP classification, as well as the sparse population of LEP students in many states, threatens the validity of adequate yearly progress…

Explores methods of assessing opportunity to learn (OTL) and presents data collected as part of a pilot study of an eighth-grade statewide mathematics assessment to explore issues of validity. Investigates the integrity of various dimensions thought to constitute OTL, analyzes the relationships among teachers' and students' self-reports, and draws…

A fair and valid assessment for every child, as mandated by legislation such as the No Child Left Behind Act (NCLB) of 2001 and the Improving America's School Act of 1994, must consider the complexity inherent in assessments for subgroups of students. Due to the rapid growth of the population of English language learners (ELLs) in the United…