An explanation and critique of Elizabeth A. Mahon's study: "High-stakes testing and English Language Learners: Questions of validity."
Written in 2009; 823 words; 1 sources; APA; $ 29.95
Paper Summary:
This paper is based on Elizabeth A. Mahon's 2006 study from the Bilingual Research Journal entitled "High-stakes testing and English Language Learners: Questions of validity,", in which questions of validity and proficiency of language scales were raised. This paper reports the conclusions reached by this study as well as the study's weaknesses.
From the Paper:
"One of the rationales used in defense of No Child Left behind, and other state-run programs deploying standardized testing as a means of school quality control is that it presumably ensures that the education of students traditionally excluded from the mainstream environment of many classrooms, including ELL (English language learning) students are monitored through a 'quality control' program. However, many fear that rather than address systemic deficits, these kinds of standards-based assessments will merely result in ELL students being unfairly labeled and judged early on in their academic career."
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