ABSTRACT
This chapter focuses on English Learners (ELs) in the United States; however, many of the same fairness issues exist for linguistic minorities in other settings. It begins by establishing an historical perspective on standardized testing and the education and testing of individuals with disabilities and individuals who are ELs. Technology in the form of digital assessments provides additional options for fair testing for individuals in special populations, but also gives rise to additional challenges. Positive aspects include the ability to provide additional accommodations in a standardized way through the testing platform. Designing, developing, and validating assessments for special populations can be challenging and requires creative approaches and careful planning to carry out adequately. The chapter concludes with a discussion of the importance of, and methods for, gathering evidence of the fairness and validity of assessments given to individuals from special populations.
