Evaluating Correspondence between English Language Proficiency (ELP) Standards and Academic Content Standards
REFERENCE
Wheeler, K., & Davis-Becker, S. (2022). Evaluating Correspondence between English Language Proficiency (ELP) Standards and Academic Content Standards. Paper to be presented at NCME 2022 conference.
SHORT DESCRIPTION
The presentation shares data from a correspondence study conducted with a state department of education. This study represents a departure from traditional alignment studies because rather than aligning test items to standards, this study compared one set of standards to another. It evaluated the correspondence between ELPA21 English language proficiency standards and the state’s academic content standards in English language arts, mathematics, and science. The evaluation process mirrored procedures used in alignment studies, with subject matter experts providing judgments through collaborative discussions. The results assessed the study design and judgmental processes, offering insights for future studies.
ABSTRACT
The presentation shares data collected from a correspondence study that was conducted in collaboration with a state department of education. This study presented a unique opportunity as alignment studies are traditionally completed that align test items to standards. For this study, the focus was on comparing one set of standards to another. This study evaluated the correspondence between the ELPA21 English language proficiency standards and the state’s academic content standards for English language arts, mathematics, and science. The process for this evaluation was modeled after procedures commonly used by states in alignment studies (items to standards) where subject matter experts provide judgments and engage in collaborative discussions facilitated by a practitioner. The results of this study were used to evaluate the study design, judgmental processes, and present considerations for future studies.