The Proper Illustrative Examples

The Proper Illustrative Examples

The Proper Illustrative Examples

Tina, an English Language Learner Taking a NAEP Reading Assessment A validity argument in support of inferences to be made on the basis of scores for the "Brick to Cuddle Up To" would work the same way for English language learners as for students with disabilities.

In this example, however, the data are different. Suppose that Tina, an English language learner, were able to respond correctly to some of the tasks and not others. The data might be as follows: Data: Tina read the passage, "A Brick to Cuddle Up To," which is a fourth grade-level informational text. Tina's written answer to the question, "After reading this article, would you like to have lived during colonial times? What information in the article makes you think this?" was scored as "Basic" on a three-level scoring rubric of "basic," "proficient" and "advanced." This question is intended to assess "Reader Text Connections," and was a fairly difficult item, with only 20 percent of test-takers answering the question successfully (National Assessment Governing Board, 2002a.) Claim: Tina is a Basic-level fourth grade reader.

This argument is illustrated in Figure 6-4. The figure highlights the fact that there are two sources of data in the argument. The first, labeled Data 1, consists of the test-taker's observed response to the assessment task, as described above. The second source, labeled Data 2, consists of the characteristics of the assessment tasks. Considering the characteristics of the task as part of the validation argument is critical for an investigation of the effects of accommodations for two reasons.

First, accommodations can be viewed as changes to the characteristics or conditions of assessment tasks. Second, the test-taker's response is the result of an interaction between the test-taker and the task, and changing the characteristics or conditions of the task may critically alter this interaction in ways that affect the validity of the inferences that can be made on the basis of test performance. In the example above, some of the relevant characteristics of the task are: 1. the reading passage is developmentally appropriate for fourth graders, 2 the reading passage is classified as informational, and 3. the task requires the test-taker to connect ideas from the text to his or her background knowledge and experiences.

We have looked at the way in which an argument can support the claims or inferences an educational assessment was designed to support, but, as we have seen, there are a number of potential alternative explanations for any assessment results. 2. Variations in either the attributes of test-takers or the characteristics of assessment tasks can in some cases account for variations in performance that are unrelated to what is actually being measured the variation among test-takers in what they actually know and can do. In such cases, the validity of the intended inferences is weakened. With students with disabilities and English language learners, test developers and administrators are presented with systematic variations in test-takers' attributes they are systematic in that they are consistently associated with these particular groups of test-takers. For this part, learning a foreign language needs a leaning tools, many students choose Rosetta Stone German and Rosetta Stone Hebrew to learn German and Hebrew.Hence, the attributes that identify these groups may constitute alternative explanations for variations in performance that are evident in scores, and thus these attributes may undermine validity.

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