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=== Assessment biases ===
[[File:No Child Left Behind Act.jpg|thumb|George W. Bush signing the No Child Left Behind Act.]]
The [[Every Student Succeeds Act]] or ESSA passed in 2015 replaced [[No Child Left Behind Act|No Child Left Behind Act (NCLB)]], also requires all ELLs attending public schools from grades K–12 to be assessed in multiple language domains, such as listening, reading, writing, and speaking.<ref name=":3">{{Cite web|last=U.S. Department of Education|date=September 23, 2016|title=Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)|url=https://www2.ed.gov/policy/elsec/leg/essa/essatitleiiiguidenglishlearners92016.pdf|archive-url=|access-date=October 14, 2021}}</ref> Current research in this area has found that assessments given to ELLs are culturally and linguistically inappropriate for reliable testing.<ref name=":2">{{Cite journal|last1=Macswan|first1=Jeff|last2=Rolstad|first2=Kellie|date=November 2006|title=How language proficiency tests mislead us about ability: Implications for english language learner placement in special education|journal=Teachers College Record |volume=108|issue=11|pages=2304–2328|doi=10.1111/j.1467-9620.2006.00783.x}}</ref> Assessments do not take into account the students' linguistic repertoire and what they know in their first language; therefore, content-based assessment outcomes might be confounded by language barriers, since they are not only being exposed to new material, but they are learning this new material in a language that they may still be gaining proficiency in.<ref>{{Cite journal |last=Abedi |first=Jamal|date=2006|title=Psychometric Issues in the ELL Assessment and Special Education Eligibility |url=https://www.ncaase.com/docs/Abedi_TCRE782_2006.pdf |journal=Teachers College Record |volume=108|issue=11|pages=2282–2303|doi=10.1111/j.1467-9620.2006.00782.x}}</ref><ref name=":2" /><ref name=":4">{{cite journal |last1=Klingner |first1=Janette K. |last2=Artiles |first2=Alfredo J. |last3=Barletta |first3=Laura Mendez |title=English Language Learners Who Struggle With Reading: Language Acquisition or LD? |journal=Journal of Learning Disabilities |date=March 2006 |volume=39 |issue=2 |pages=108–128 |doi=10.1177/00222194060390020101 |pmid=16583792 |s2cid=22687512 }}</ref> Student feedback has stated that they have a difficult time associating the content presented to them with their personal lives. <ref>{{Cite journal |title=Achieving Assessment Equity and Fairness: Identifying and Eliminating Bias in Assessment Tools and Practices |url=https://kurdishstudies.net/menu-script/index.php/KS/article/view/1035/1085 |journal=Achieving Assessment Equity and Fairness: Identifying and Eliminating Bias in Assessment Tools and Practices |volume=11 |via=ERIC}}</ref>
=== Teacher biases and training ===
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