The perceptions of English as a second language teachers on standardized test accommodations for English-language learners
Abstract
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.
Subject Area
English as a Second Language|Educational evaluation|Teacher education
Recommended Citation
Hannah M Gribble,
"The perceptions of English as a second language teachers on standardized test accommodations for English-language learners"
(2014).
ETD Collection for Tennessee State University.
Paper AAI3683323.
https://digitalscholarship.tnstate.edu/dissertations/AAI3683323