Accountability and Educational Assessment for Latino English Language Learning Students: Improving Practices through Multidisciplinary Approaches

Although the opening quote was written well over a decade ago, current testing practices for students who are not profi cient in the language in which they are tested have not changed substantially. Th e identifi cation of language as a major construct-irrelevant factor in testing (AERA, APA, & NCME, 1999) has not been accompanied by improved practice in the testing of English language learners (ELLs). Reasonings from the language sciences and knowledge on the nature of bilingualism and its crucial relevance to the testing of these students have been available for years. Amazingly, these reasonings and knowledge do not guide standard practice intended to minimize language as a source of error in the testing of ELLs.