Dual-Language Concurrent Assessment Development for English Language Learners

这是一项对以下假设进行探索性测试的建议：以两种语言创建成绩测试的不同测试开发程序会引发学生不同类型的思维，应用于科学和数学时会引发不同类型的开发过程，以及如何简化昂贵过程的见解。 传统的翻译程序引起了人们的关注，他们没有捕捉学生的思想与第二语言和文化，因为他们做的译者的思想。 待探索的方法（CAD）考虑到学生的表现是高度敏感的措辞和上下文的发现。 因此，由于项目是独立开发的，比如英语和西班牙语版本，开发人员会在学生身上试用，并聚在一起讨论措辞，因为它与学生的语言和文化有关。 CAD或并行评估开发被提出作为一个有前途的战略评估，捕捉学生的思维没有减少文化和语言的偏见，同时保持保真度的心理测量学的原则和结构化的外壳或测试规范指南使用的新的CAD方法和传统的翻译方法。

This is a proposal to conduct an exploratory test of the assumption that different test development procedures for creating achievement tests in two languages elicit different kinds of thinking in students, different kinds of development processes when applied to science and mathematics, and insights on how to streamline a costly process. Traditional translation procedures raise concerns that they do not capture student thinking associated with the second language and culture as much as they do the translator's thinking. The approach to be explored (CAD) takes into account the finding that student performance is highly sensitive to wording and context. Thus, as items are developed independently for say English and Spanish versions the developers try them out on students and get together to discuss the wording as it relates to language and culture of the students. The CAD or Concurrent Assessment Development is proposed as a promising strategy for assessment that captures student thinking without a lessened cultural and language bias while maintaining fidelity to psychometric principles and a structured shell or test specification guide used by both the new CAD approach and conventional translation approaches.