Research: The Difference Between Accommodations And Modifica

Dq 1research The Difference Between Accommodations And Modifications

DQ 1: Research the difference between accommodations and modifications of assessments for ELL/bilingual students. What are examples of each and how would you determine when each is appropriate to use? Cite at least two scholarly resources to support your response.

DQ 2: What are the major goals of authentic assessments? How could they (including online assessment tools, apps, and devices) bring value to the teaching and learning of ELL/bilingual students? Provide an advantage and disadvantage of one form of authentic assessment from your observations or readings.

Paper For Above instruction

Understanding the distinctions between accommodations and modifications in assessments is vital for effectively supporting English Language Learners (ELLs) and bilingual students. These two approaches serve different purposes in educational assessment, aiming to fairly evaluate students' knowledge while respecting their linguistic and cultural backgrounds.

Accommodations are strategies or changes that assist students in demonstrating their knowledge without altering the fundamental expectations or content of the assessment. They are designed to provide equitable access to assessment tasks, ensuring that linguistic barriers, disabilities, or other challenges do not unfairly impact student performance (Sireci, 2005). Examples of accommodations for ELLs include providing extended time to complete exams, offering instructions in students’ native language, allowing the use of bilingual dictionaries, or permitting oral responses instead of written ones (Thurlow et al., 2014). These strategies support students' ability to access the assessment content while measuring their true understanding.

In contrast, modifications involve changes to the assessment's content, complexity, or standards, essentially altering what is being evaluated. Modifications are generally used when students require tailored assessments that reflect their developmental level or specific educational needs. Examples include simplifying language or reducing the number of items on a test, substituting a different set of assessment criteria, or altering the scope of the assessment content for students with significant disabilities or language barriers (Hughes & Chen, 2011).

Determining when to use accommodations versus modifications depends on individual student assessments, including their language proficiency levels, cognitive abilities, and specific learning needs. For instance, an ELL student with intermediate proficiency might benefit from accommodations such as bilingual glossaries or extended time, enabling them to demonstrate their understanding of content without fundamentally changing what is being assessed. Conversely, a student with limited English proficiency who cannot engage with grade-level standards might require modifications, such as simplified tasks aligned with their instructional level, to allow meaningful participation.

The decision to apply accommodations or modifications should be guided by comprehensive student assessments, collaboration among educators, and policies that promote equitable access to assessments. The goal is to accurately measure students' knowledge while providing the necessary supports to ensure fairness, especially for linguistically diverse learners (Lau, 2012). Teachers must carefully consider each student’s language development, cognitive skills, and content mastery when determining the appropriate approach, ensuring assessments reflect true learning.

Authentic assessments focus on evaluating students’ skills and knowledge through real-world tasks, emphasizing application, analysis, and synthesis rather than rote memorization (Wiggins, 1998). The primary goals of authentic assessments include fostering meaningful learning experiences, developing critical thinking skills, and making assessment more relevant to students’ lives. Such assessments often involve projects, portfolios, performances, or digital work, which can incorporate technology such as online tools, apps, and devices.

The integration of online assessment tools enhances the teaching and learning experiences of ELL/bilingual students by providing immediate feedback, personalized learning pathways, and opportunities for multilingual support. For example, digital portfolios allow students to compile evidence of their language development and academic growth over time, promoting self-assessment and reflection (Gulbahar & Guven, 2010). Apps utilizing speech recognition or translation features can serve as valuable supports, bridging language gaps and allowing students to demonstrate their knowledge in accessible formats.

One advantage of authentic assessments is their capacity to promote higher-order thinking skills and deeper engagement with content. For instance, project-based assessments encourage collaboration and real-world problem solving, which are essential for language development. However, a disadvantage is that authentic assessments can require significant time and resources for both teachers and students to plan, implement, and evaluate effectively (Tierney & Sang, 2010). This challenge can be compounded when integrating technology, as it depends on access to devices, reliable internet, and technical support.

In conclusion, understanding when to utilize accommodations versus modifications is essential for fairly assessing ELLs and bilingual students, ensuring their linguistic and cultural needs are addressed without compromising assessment integrity. Authentic assessments, supported by digital tools, can enrich the learning process, promoting meaningful engagement and skill development, although they also present logistical challenges that educators must navigate thoughtfully.

References

  • Gulbahar, Y., & Guven, B. (2010). Technology integration in education: Social and pedagogical aspects. Turkish Online Journal of Educational Technology, 9(2), 22-31.
  • Hughes, C., & Chen, Q. (2011). Assessing the needs of students with disabilities and English language learners: Practical approaches for educators. Journal of Special Education Technology, 26(3), 15-24.
  • Lau, K. (2012). Equity and access in assessment for ELLs. Journal of Latinos and Education, 11(4), 314-319.
  • Sireci, S. G. (2005). Evaluating the validity of accommodations for diverse test takers. Applied Measurement in Education, 18(2), 135-154.
  • Thurlow, M. L., Lazarus, S. S., & Moen, R. (2014). Accessibility, accommodation, and accommodations. In The Wadsworth Department of Education Series on Assessment and Evaluation (pp. 45-64). Wadsworth Publishing.
  • Tierney, R., & Sang, G. (2010). Authentic assessment and technology: A review of the literature. Journal of Educational Computing Research, 42(2), 165-182.
  • Wiggins, G. P. (1998). Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass.

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