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The perceptions of English as a second language teachers on standardized test accommodations for English-language learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The perceptions of English as a second language teachers on standardized test accommodations for English-language learners./
作者:	Gribble, Hannah M.
面頁冊數:	1 online resource (100 pages)
附註:	Source: Dissertations Abstracts International, Volume: 76-08, Section: A.
Contained By:	Dissertations Abstracts International76-08A.
標題:	Educational evaluation. -
電子資源:	click for full text (PQDT)
ISBN:	9781321574104

The perceptions of English as a second language teachers on standardized test accommodations for English-language learners.
Gribble, Hannah M.

The perceptions of English as a second language teachers on standardized test accommodations for English-language learners. - 1 online resource (100 pages)

Source: Dissertations Abstracts International, Volume: 76-08, Section: A.

Thesis (Ed.D.)--Tennessee State University, 2014.

Includes bibliographical references

This quantitative study uses survey research methods to analyze English as a second language (ESL) teachers' perceptions of standardized test accommodations for English-language learners (ELLs) on regular classroom assessments and standardized tests. It was hypothesized that there were relationships between the ESL teachers' perceptions of ELL testing accommodations, their years of teaching experience, terminal degrees, and years of ESL experience. Eighty-five ESL teachers from across Tennessee participated in the study. The participants were administered a survey developed by this researcher that was composed of Likert scale and short answer items that assessed ESL teachers' perceptions of ELLs testing accommodations. The quantitative data on the survey assessed the frequency that the accommodations of extended time, reading aloud, and using the bilingual dictionary were provided during standardized testing. The short answer items on the survey addressed ESL teachers' perceptions on the benefits of testing accommodations for ELLs, the challenges of using these accommodations, and additional testing accommodations they recommended. Bivariate Spearman correlations were used to test the hypotheses. The results of quantitative analysis revealed that there was a significant positive relationship between teachers' years of ESL teaching experience and the bilingual-dictionary testing accommodation use during regular classroom assessments. The bilingual dictionary testing accommodation was used more frequently by teachers with more ESL teaching experience than less experienced ESL teachers. There were no statistically significant relationships found regarding teachers' perceptions of other ELL testing accommodations and teachers' terminal degree, years of teaching experience, and years of ESL teaching experience. An analysis of the survey's short answer items revealed that teachers reported that they faced many challenges administering the accommodations during the test administration. The majority of ESL teachers reported that reading aloud and providing extended time were the most beneficial accommodations for ELLs. It is recommended that ESL teachers receive additional training on specific ELL accommodations that are most effective, such as simplified language, and how to implement testing accommodations. It was also recommended that during the standardized test administration, additional school personnel should assist ESL teachers in providing individualized accommodations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781321574104Subjects--Topical Terms:

555501
Educational evaluation.
Subjects--Index Terms:

English as second languageIndex Terms--Genre/Form:

554714
Electronic books.

The perceptions of English as a second language teachers on standardized test accommodations for English-language learners.
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