Proceedings of the Conference on Inclusion Guidelines and Accommodations for211 Limited English Proficient Students in the National Assessment of Educational 211 Progress. Held in Washington, DC. on December 5-6, 1994

摘要

This document summarizes the results of a working meeting held in Washington, DC211u001eon December 5-6, 1994 to provide guidance to staff at the National Center for 211u001eEducation Statistics (NCES) on inclusion guidelines and accommodations for 211u001elimited English proficient (LEP) students in the National Assessment of 211u001eEducational Progress (NAEP). Conference participants emphasized the importance of 211u001edeveloping a set of guidelines for determining how to include students in NAEP. 211u001eThese would be responsive to several pressing concerns, maximizing the number of 211u001eLEP students who can be validly assessed, minimizing the number of alternative 211u001etesting procedures, and keeping the decision flow simple, consistent, and 211u001erealistic within the NAEP context. Criteria must be developed to determine the 211u001ebest match between the particular characteristics of LEP students and the 211u001eparticular form of assessment.