Here is the synopsis of our sample research paper on Using Standardized Tests Unconventionally: An Adapted Reading Assessment
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Essay / Research Paper Abstract
This 5 page paper provides an overview of an article on using standardized testing in different ways, including for the creation of adapted reading assessments. Bibliography lists 1 source.
Page Count:
5 pages (~225 words per page)
File: MH11_MHAssESL.rtf
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Unformatted sample text from the term paper:
Lara (2001) in their article "Using Standardized Tests Unconventionally: An Adapted Reading Assessment," provide an interesting and well-constructed perspective on the use of standardized testing for reading assessment of
ESL (English as a Second Language) students. These authors begin by arguing that the use of standardized, selection-type reading tests have particular challenges for ESL students, and then propose
the integration of an adapted reading assessment based on standardized tests (in this case the multi-step Test Item Post Conference (TIPC) procedure) to produce more accurate outcomes. Liu, Parker
and Lara (2001) begin their developed view of the use of an adapted standardized test, in this case viewed as a non-traditional assessment method, by recognizing the criticisms that exist
regarding the use of standardized testing. In introducing their argument for the use of the TIPC, then, these researchers argue that ESL educators have a responsibility to their students
to introduce them to standardized testing and to create a means by which assessment outcomes from standardized testing for ESL students can ensure both reliability and validity. Though both
of these points support the use of standardized testing, they do not necessarily determine the underlying argument for the adaptation of reading assessments through the use of the TIPC.
Therefore, the researchers must demonstrate the purpose of their study through arguments that support the use of standardized testing models but also recognize variations necessary for ESL learners, and the
justification for adaptations. One of the stronger points maintained in the research study is that standardized testing, or the application of outcomes from standardized testing, usually occurs in correlation with
other non-traditional assessment components, including classroom observations and portfolios. Students are rarely assessed only on the outcomes of standardized testing, and therefore become just one element in a larger
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