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The note addresses why alignment matters for equitable education, fairness, and meaningful participation by fifth-grade English learner students, especially amid assessment disruptions during the coronavirus pandemic.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Insights, and Innovations for Guiding Peer Review  \nAlison L. Bailey, Mikyung Kim Wolf, and Laura Ballard  \nThis research note is based on our experience with language complexity protocol development and our research findings from the William T. Grant Foundationfunded project, An Investigation of Language Demands in Standards, Assessments, and Curricular Materials for English Learners (full report forthcoming) . A major goal of this project is to assist in the reduction of inequality in educational experiences that English learner (EL) students experience in U. S. schools by investigating the language demands embedded in academic content standards and English language proficiency (ELP) standards, their linked assessments, and curricular materials in use with EL students in the fifth grade.1 In doing so, we aim to identify essential language knowledge and skills that EL students need to acquire to meaningfully participate and succeed in academic learning and assessment. This work comes at a critical juncture in the field of educational assessment; the hiatus and adjustments to student testing during the coronavirus pandemic have raised questions about testing’s role in instruction. This is coupled with serious concerns about fairness and the consequences of testing for culturally and linguistically diverse learners in the wake of the racial justice reckoning experienced across all sectors of society. Ensuring that assessments are appropriately developed and validly used for cultivating equitable education systems is crucial, now more than ever.  \nThe research note focuses on the alignment aspect of ELP assessments, one of the required types of validity evidence for the federal peer review process of states’assessment systems. A basic tenant of current U. S. education policy is the alignment between what a test assesses and what content has been determined as meaningful for students in a given grade. A student's performance on a well-aligned assessment should indicate that student's level of mastery of content  \nknowledge. Whereas the alignment methods and literature on academic content assessments are relatively well-established, little guidance is available as to how to evaluate the alignment of ELP assessments to standards in terms of their content match (i.e., overlap in language demands between assessments and standards) .  \nDuring the project investigation, we have developed a principled way to characterize language complexity inherent in standards, assessment, and curricular materials. We use the term “language complexity”  \nto be inclusive of the complexity of linguistic forms and processing skills that contribute to language demands imposed on students. This research note particularly deals with high-level methodological guidance in two areas: First, we make suggestions foroperationalizing the constructs of language complexity and cognitive complexity in this context. Second, we make recommendations for questions states might consider as they or their contractors assemble evidence of alignment pertaining to ELP standards and ELP assessments, as well as correspondence between ELP standards and academic content standards.  \nIntended audience and purpose  \nThe intended audience of this research note spans state education agencies (SEAs), assessment consortia, and assessment developers who must provide evidence of alignment for the federal government peer review processes (U. S. Department of Education [USDOE], 2018) outlined in the following pages. A secondary audience is third-party vendors and consultants contracted to perform alignment studies. Additionally, agencies of the federal government and their selected peer reviewers may find the research note useful in their upcoming reviews and in future directions to states.  \n2  \nThis research note has three objectives:  \n1. Review the statutory requirements of the USDOE’s assessment ","cbCaisGz4p4TzjvR","https://ap.wps.com/l/cbCaisGz4p4TzjvR","pdf",693469,13,"English","# Intended audience and purpose\n# Research objectives\n## Objective 1: Why this matters for the assessment peer review process\n# Focus on alignment in ELP assessments\n## Characterizing language complexity\n## Recommendations for evaluating alignment","[{\"question\":\"What is the primary focus of the research note?\",\"answer\":\"It focuses on the alignment aspect of ELP assessments and how such alignment supports validity evidence in the federal peer review process for states’ assessment systems.\"},{\"question\":\"Why does alignment evaluation matter for educational policy?\",\"answer\":\"A core principle in U.S. education policy is that a test’s results should reflect mastery of content students are expected to learn, making alignment essential for effective and fair education for English learners.\"},{\"question\":\"What approach does the note use to address language complexity?\",\"answer\":\"It develops a principled method to characterize language complexity embedded in standards, assessments, and curricular materials, including linguistic forms and processing skills that create language demands.\"}]","English Language Proficiency Standards and Assessment Alignment - Research Notes | PDF",1792048288,33]