Search results for: Solorzano Ronald W.

This article discusses the issues and implications of high stakes tests on English language learners (ELLs).In this case, academic achievement tests are analyzed relative to their norming samples and validity to determine their usefulness to ELLs. Also, commonly used language proficiency tests are examined relative to definitions of proficiency, technical quality, alignment with criteria for language classification and reclassification, and their academic predictive validity. The author provides recommendations for addressing the issues related to high stakes tests and ELLs.