Equitable and Fair Assessments of English Learners in California’s New Assessment System

Norman C. Gold, Ed.D.; Magaly Lavadenz, Ph.D.; Martha Hernández, M.Ed.; Shelly Spiegel-Coleman, M.Ed.

doi:10.15365/ceel.article.2013.1

Equitable and Fair Assessments of English Learners in California’s New Assessment System

Norman C. Gold, Ed.D., Magaly Lavadenz, Ph.D., Martha Hernández, M.Ed., Shelly Spiegel-Coleman, M.Ed.

Research output: Contribution to journal › Article › peer-review

Abstract

This article focuses on the assessment needs that are unique to English learners (ELs) and provides a comprehensive set of recommendations regarding their equitable and fair assessment. Specific recommendations are provided for when to assess ELs, accommodations for ELs, and the budget and infrastructure that necessary to support these accommodations. The authors expect that these recommendations resonate with state leaders and policymakers as the state of California transitions to a new state assessment system.

Original language	American English
Pages (from-to)	16-18
Journal	CABE, The Multilingual Educator Conference Edition
DOIs	https://doi.org/10.15365/ceel.article.2013.1
State	Published - 2013

Disciplines

Bilingual, Multilingual, and Multicultural Education
Educational Assessment, Evaluation, and Research

Access to Document

10.15365/ceel.article.2013.1

https://digitalcommons.lmu.edu/ceel_journalarticles/7

Cite this

@article{1aff5764b15048ba9cfe278bee662399,

title = "Equitable and Fair Assessments of English Learners in California{\textquoteright}s New Assessment System",

abstract = " This article focuses on the assessment needs that are unique to English learners (ELs) and provides a comprehensive set of recommendations regarding their equitable and fair assessment. Specific recommendations are provided for when to assess ELs, accommodations for ELs, and the budget and infrastructure that necessary to support these accommodations. The authors expect that these recommendations resonate with state leaders and policymakers as the state of California transitions to a new state assessment system.",

author = "{Gold, Ed.D.}, {Norman C.} and {Lavadenz, Ph.D.}, Magaly and {Hern{\'a}ndez, M.Ed.}, Martha and {Spiegel-Coleman, M.Ed.}, Shelly",

year = "2013",

doi = "10.15365/ceel.article.2013.1",

language = "American English",

pages = "16--18",

journal = "CABE, The Multilingual Educator Conference Edition",

}

TY - JOUR

T1 - Equitable and Fair Assessments of English Learners in California’s New Assessment System

AU - Gold, Ed.D., Norman C.

AU - Lavadenz, Ph.D., Magaly

AU - Hernández, M.Ed., Martha

AU - Spiegel-Coleman, M.Ed., Shelly

PY - 2013

Y1 - 2013

N2 - This article focuses on the assessment needs that are unique to English learners (ELs) and provides a comprehensive set of recommendations regarding their equitable and fair assessment. Specific recommendations are provided for when to assess ELs, accommodations for ELs, and the budget and infrastructure that necessary to support these accommodations. The authors expect that these recommendations resonate with state leaders and policymakers as the state of California transitions to a new state assessment system.

AB - This article focuses on the assessment needs that are unique to English learners (ELs) and provides a comprehensive set of recommendations regarding their equitable and fair assessment. Specific recommendations are provided for when to assess ELs, accommodations for ELs, and the budget and infrastructure that necessary to support these accommodations. The authors expect that these recommendations resonate with state leaders and policymakers as the state of California transitions to a new state assessment system.

U2 - 10.15365/ceel.article.2013.1

DO - 10.15365/ceel.article.2013.1

M3 - Article

SP - 16

EP - 18

JO - CABE, The Multilingual Educator Conference Edition

JF - CABE, The Multilingual Educator Conference Edition

ER -