Language testing/assessment/accommodations abedi, j (2002)

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LANGUAGE TESTING/ASSESSMENT/ACCOMMODATIONS
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Abedi, J, Courtney, M and Leon, S (2003) Effectiveness and validity of accommodations for English language

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the Study of Evaluation/National Center for Research on Evaluation, Standards, and Student Testing.

Abedi, J, Courtney, M, Leon, S, Kao, J and Azzam, T (2006) English language learners and math achievement: A study of opportunity to learn and language accommodation. CRESST technical report 702, Los Angeles: University of California, Los Angeles.
Abedi, J, Courtney, M, Mirocha, J, Leon, S and Goldberg, J (2005) Language accommodations for English

Language learners in large-scale assessments: Bilingual dictionaries and linguistic modification (CSE technical

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Research on Evaluation, Standards, and Student Testing.

Abedi, J and Gándara, P (2006) Performance of English language learners as a subgroup in large-scale assessment: Interaction of research and policy, Educational Measurement: Issues and Practice 25(4), 36-46.
Abedi, J and Hejri, F (2004) Accommodations for students with limited English proficiency in the national assessment of educational progress, Applied Measurement in Education 17(4), 371-392.
Abedi, J, Hofstetter, C H, Baker, E and Lord, C (2001) NAEP math performance and test accommodations: Interactions with student language background (CRESST tech. Rep. No. 536), Los Angeles: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
Abedi, J, Hofstetter, C H and Lord, C (2004) Assessment accommodations for English language learners: Implications for policy-based empirical research, Review of Educational Research 74(1), 1-28.
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Bolt, S E and Ysseldyke, J E (2006) Comparing DIF across math and reading/language arts tests for students receiving a read-aloud accommodation, Applied Measurement in Education 19(4), 329-355.
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Elbaum, B (2007) Effects of an oral testing accommodation on the mathematics performance of secondary students with and without learning disabilities, Journal of Special Education 40(4), 218-229.
Ercikan, K and Koh, K (2005) Examining the construct comparability of the English and French versions of times, International Journal of Testing 5(1), 23 - 35.
Francis, D J, Rivera, M, Lesaux, N, Kieffer, M and Rivera, H (2006) Practical guidelines for the education of English language learners: Research-based recommendations for the use of accommodations in large-scale assessment, Portsmouth, NH: RMC Research Corporation, Center on Instruction.
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Hofstetter, C H.(2003) Contextual and mathematics accommodation test effects for English-language learners, Applied Measurement in Education 16(2), 159-188.
Johnstone, C J, Altman, J, Thurlow, M and Thompson, S J (2006) A summary of research on the effects of test accommodations: 2002 through 2004 (technical report no. 45), Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
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Koenig, J A and Bachman, L F (Eds) (2004) Keeping score for all: The effects of inclusion and accommodation policies on large-scale educational assessments, Washington, DC: National Academies Press.
Kopriva, R J, Emick, J E, Hipolito-Delgado, C P and Cameron, C A (2007) Do proper accommodation assignments make a difference? Examining the impact of improved decision making on scores for English language learners, Educational Measurement: Issues and Practice 26(3), 11-20.
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Rivera, C and Stansfield, C W (2004) The effect of linguistic simplification of science test items on score comparability, Educational Assessment 9(3&4), 79-105.
Shorrocks-Taylor, D and Hargreaves, M (1999) Making it clear: A review of language issues in testing with special reference to the national curriculum mathematics tests at key stage 2, Educational Research 41(2), 123 -136.
Shorrocks-Taylor, D and Hargreaves, M (2000) Measuring the language demands of mathematics tests: The case of the statutory tests for 11-year-olds in england and wales, Assessment in Education: Principles, Policy & Practice 7(1), 39-60.
Sireci, S G. and Allalouf, A (2003) Appraising item equivalence across multiple languages and cultures, Language Testing 20(2), 148-166.
Sireci, S G. and Khaliq, S N (2002) An analysis of the psychometric properties of dual language test forms, Amherst: University of Massachusetts.
Sireci, S G., Li, S and Scarpati, S (2003) The effects of test accommodations on test performance: A review of literature, Amherst, MA: University of Massachusetts (Amherst).
Solano-Flores, G., Trumbull, E and Nelson-Barber, S (2002) Concurrent development of dual language assessments: An alternative to translating tests for linguistic minorities, International Journal of Testing 2(2), 107 - 129.
Stansfield, C W (2002) Linguistic simplification: A promising test accommodation for lep students? Practical Assessment, Research & Evaluation 8(7).
Thompson, S J, Blount, A and Thurlow, M (2002) A summary of research on the effects of test accommodations: 1999 through 2001 (technical report no. 34), Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Thurlow, M and Bolt, S E (2001) Empirical support for accommodations most often allowed in state policies (synthesis report 41), Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Uiterwijk, H and Vallen, T (2005) Linguistic sources of item bias for second generation immigrants in Dutch tests, Language Testing 22(2), 211-234.
Wolf, M K, Kao, J, Herman, J L, Bachman, L F, Bailey, A L, Bachman, P L et al (2008) Issues in assessing English language learners: English language proficiency measures and accommodation uses, Los Angeles: University of California, Los Angeles National Center for Research on Evaluation, Standards, and Student Testing.
Yu, G. and Thomas, S (2008) Exploring school effects across southern and eastern African school systems and in Tanzania, Assessment in Education 15(3), 283-305.
Zenisky, A L and Sireci, S G. (2007) A summary of the research on the effects of test accommodations: 2005-2006 (technical report no. 47), Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.