國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The perceptions of English as a second language teachers on standardized test accommodations for English-language learners./
Author:	Gribble, Hannah M.
Description:	1 online resource (100 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 76-08, Section: A.
Contained By:	Dissertations Abstracts International76-08A.
Subject:	English as a second language. -
Online resource:	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:

1148422
English as a second language.
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.
LDR:03966ntm a22003977 4500 001 1144722
005 20240611104347.5
006 m o d
007 cr mn ---uuuuu
008 250605s2014 xx obm 000 0 eng d
020 $a 9781321574104
035 $a (MiAaPQ)AAI3683323
035 $a (MiAaPQ)tnstate:10742
035 $a AAI3683323
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Gribble, Hannah M. $3 1469846
245 1 4 $a The perceptions of English as a second language teachers on standardized test accommodations for English-language learners.
264 0 $c 2014
300 $a 1 online resource (100 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 76-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Dunbar, Denise.
502 $a Thesis (Ed.D.)--Tennessee State University, 2014.
504 $a Includes bibliographical references
520 $a 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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Teacher education. $3 1148451
650 4 $a Educational evaluation. $3 555501
653 $a English as second language
653 $a Standardized test
653 $a Teachers
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0443
690 $a 0530
710 2 $a Tennessee State University. $b Educational Administration. $3 1467349
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 76-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3683323 $z click for full text (PQDT)