A Look at the Impact of New Assessments on English Learners Article by Jamal Abedi and Harold Levine for Leadership Magazine - February 2013
Professor Jamal Abedi and Dean Harold Levine of the UC Davis School of Education have penned “Fairness in Assessment of English Learners” published in the January/February issue of Leadership, a publication of the Association of California School Administrators.
Major changes and restructuring of the K-12 assessment and accountability system are expected as the nation transitions to a new generation of assessment systems based on the Common Core State Standards. These assessments are expected to be fully operational by 2014-15. Levine and Abedi, an internationally recognized expert on assessment for English learners and students with disabilities, outline the challenges states and districts face in assuring that assessments of English learners are “fair and valid.”
“The new systems require responses that are higher levels of language proficiency from all students,” the article reads. For English learners, who already struggle with assessments that overly complex linguistically, the challenge is to create new, more challenging assessments that reduce unnecessary complexity and cultural biases, the authors explain. Access the magazine online here.
As Professor Emeritus and Founding Dean, Harold Levine has had a long commitment to building a School of Education that makes a difference—for educators, policymakers, students and everyone else who has a stake in California’s schools.
Specializing in educational and psychological assessments, Jamal Abedi’s research focuses on testing for English language learners and issues concerning the technical characteristics and interpretations of these assessments. Abedi is the author of many publications in the assessment of and accommodations for English-language learners. He is on the advisory committees for several major assessment organizations and advises a number of states on testing for English learners and children with disabilities.