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ELL Assessment Accommodations in a Time of Changing Academic Standards and Assessment by Natalia Ward & Amber Warren - June 13, 2016Using accommodations to ensure access and fairness on high-stakes and classroom assessments for English Language Learners has become embedded in the fabric of American schools as simply common sense. This commentary illuminates unanswered questions and trends related to the uses of accommodations, and urges educators to examine them with a critical eye. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Natalia Ward
University of Tennessee
E-mail Author
NATALIA WARD is a PhD student and a Graduate Teaching Associate in Literacy Studies at the University of Tennessee, Knoxville. She has taught ESL and EFL in the US and Russia. Her research interests include equitable education and assessment for English learners, literacy and biliteracy, and using balanced literacy approaches in elementary classrooms.
- Amber Warren
Indiana University
E-mail Author
AMBER WARREN is a PhD Candidate and Associate Instructor in Literacy, Culture and Language Education at Indiana University. She has taught ESL and EFL in US primary schools and in Asia. Her interest areas include issues in teaching multilingual learners and pre-/in-service teacher education particularly in hybrid/online contexts.
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