Introduction

This chapter provides an overview of the characteristics of target test-takers (i.e., K–12 English learners) and large-scale, standards-based K–12 English language proficiency (ELP) assessments used in the United States. It describes the major roles of K–12 ELP assessments and highlights key research areas for supporting best practices of ELP assessment. The four key areas discussed in this chapter are (1) defining an ELP construct, (2) sustaining validation research, (3) using technology in ELP assessments, and (4) connecting ELP assessment and instruction. As an introductory chapter, it also illustrates how these four areas are further addressed across the chapters of the book.