Date Created

12-2021

Document Type

Dissertation

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

First Advisor

Rose, Brian C.

Abstract

The English learner (EL) student population has grown steadily for the past 20 years. During this time, the use of standardized assessments has increased as well. Teacher understanding of assessment accommodations that best support ELs is low, despite the research that shows the unreliability of standardized achievement tests that measure the academic achievement of ELs. The purpose of this qualitative, phenomenological study was to examine how 10 teachers engage in the assessment accommodation selection process. Teachers were intentionally selected from intermediate elementary grades where the most native (primary/home) language accommodations are available on state assessments. Data were collected through surveys, questionnaires, open-ended questions, and interviews. Findings describe the experiences of the participants as they navigate the assessment accommodation process. Experiences are classified into overarching ideas of accessibility, support, purpose, process, and application. Results shed light on how the participants interpret standardized assessments, the decision-making process related to accommodation selection for EL students, and the impact of assessments on their instructional decisions and teacher evaluation.

Extent

199 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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