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The Educational Review, USA

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Article Open Access http://dx.doi.org/10.26855/er.2023.06.006

Accommodations for English Language Learners in Large-scale Assessments—Testing Accommodations for English Language Learners

Li Liu

School of Foreign Languages, Qilu Normal University, Jinan, Shandong, China.

*Corresponding author: Li Liu

Published: July 25,2023

Abstract

This review addresses the issue of English language learners’ assessment used for high-stakes purposes, especially, the use of accommodations when testing English language learners due to the lack of understanding of students’ linguistic needs during assessment procedures. This paper intends to provide background information on the origins of accommodations in testing for English language learners after the federal laws of No Child Left Behind and Individuals with Disabilities Education Act were passed. In addition, this paper provides information on the different types of accommodations that exist to assess English language learners, their characteristics, the benefits and limitations. Finally, the main benefits, such as having more opportunities to access the content of the test as well as more chances to demonstrate their knowledge about the topic, and some recommendations to use accommodations successfully have also be presented. In addition, the validity and effectiveness of testing accommodations and accommodation-selection methods have been examined.

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How to cite this paper

Accommodations for English Language Learners in Large-scale Assessments—Testing Accommodations for English Language Learners

How to cite this paper: Li Liu. (2023). Accommodations for English Language Learners in Large-scale Assessments—Testing Accommodations for English Language Learners. The Educational Review, USA7(6), 688-692.

DOI: http://dx.doi.org/10.26855/er.2023.06.006