Research Publications

The purpose of this technical report is to describe the 2020 content refreshment and field test of WIDA MODEL Online tests for grades 1–12.

Released May 2021

This Focus Bulletin invites early care and education (ECE) educators to promote equity for young multilingual children and their families. In the bulletin, we offer ideas for taking a language-focused approach to equitable caregiving and instructional practice in ECE settings. Also, we highlight voices from the field, and offer reflection questions to help you consider what it means to promote equity for multilingual children and their families.

Published February 2021 
Authors: Amanda Spalter, Lorena Mancilla

Released February 2021

This report discusses the approach taken in a linear test of academic English language and how the transition to a computer-based test allowed for a design that better fit the demands of the test. It also describes the multistage adaptive approach that was devised.

Released January 2021

This study explored the interplay between content knowledge and reading ability in a large-scale multistage adaptive English for academic purposes (EAP) reading assessment at a range of ability levels across 1–12 graders. This study provides insights into the developmental pattern of the interplay between language and content in EAP reading contexts.

Released January 2021

This study examined the effectiveness of Learning-Oriented Language Assessment (LOLA) in an L2 academic writing context. Using the LOLA framework, this study examined the effectiveness of instructor feedback in the content domain in reading-to-write tasks. It also compared instructor feedback with students’ self-assessment of their own writings. Students’ reading-to-write performance generally improved within the LOLA framework, as supported by both quantitative and qualitative data.

Released January 2021

Technology-enhanced items (TEIs) are innovative, computer-delivered test items that are more authentic and interactive than traditional multiple-choice items (MCIs). This study examines the performance of grades 1–12 English learners on TEIs compared to MCIs on the reading domain of ACCESS for ELLs Online.

Published December 2020 
Authors: Ahyoung Alicia Kim, Rurik L. Tywoniw, Mark Chapman

Released December 2020

This report discusses an interdisciplinary and interorganizational endeavor to support the science education of multilingual youth: the Making Science Multilingual program. More specifically, the report addresses the rationale for the program, milestones it accomplished, resources it required, and challenges it faced.

Published November 2020 
Authors: Daniella Molle, Weiqiong Scarlett Huang

Released November 2020

This focus bulletin explores translanguaging from the perspective of four educators, spanning kindergarten through high school. Translanguaging, a common practice among multilingual people, can be explained as using all languages and language varieties available to communicate and understand the world around oneself. The bulletin provides specific ideas on how to use translanguaging to create spaces for students' multilingualism and includes reflection questions to help educators adopt translanguaging strategies in their practice.

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Released September 2020

This technical report aids WIDA Consortium members and stakeholders in producing imputed overall composite scale scores and proficiency levels for students who are missing scores in one or two domains due to a disability. 

Published September 2020 
Author: Narek Sahakyan

Released September 2020

This Focus Bulletin offers strategies for advancing full and meaningful access in bilingual settings during the mundo actual of COVID-19. The bulletin emphasizes the importance of valuing multilingual learners’ linguistic and cultural wealth, using translanguaging, and leveraging technological resources.

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Published August 2020
Authors: Sam Aguirre, Erika Rosales

Released August 2020

In this study, completed for the Maryland State Department of Education, we explore the perceptions, experiences and decision-making of 27 parents of young multilingual children, ages birth to 5 years. The focus revolves around children’s language learning and development, family engagement practices and children’s participation in early care and education (ECE) programs.

Published 2020

Released May 2020

In this study, completed for the Minnesota Department of Education, we explore the perceptions, experiences and decision-making of 15 parents of young multilingual children, ages birth to 5 years. The focus revolves around children’s language learning and development, family engagement practices and children’s participation in early care and education (ECE) programs.

Published 2020

Released May 2020

This WIDA Focus Bulletin emphasizes the many benefits of collaboration. The collaborative approach is presented as a cyclical process with shared responsibility by educators assessing, reflecting upon, planning for and teaching multilingual learners.

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Released May 2020

WIDA and the National Science Teaching Association formed Making Science Multilingual to support inclusive forms of science instruction through which all students, but especially multilingual learners, can learn science and language simultaneously. To guide this work, the Making Science Multilingual team devised eight design principles to define the integration of contemporary three-dimensional science and language-in-use pedagogies. These principles will guide educator resource development at both organizations and facilitate critical examination of how well educator resources support inclusion of multilingual learners in rigorous science learning.

Released February 2020

This report describes a study that examined to what extent scores on WIDA Screener predict scores on ACCESS for ELLs. Researchers found that Screener scores are strongly predictive of ACCESS scores, even when a variety of individual factors are accounted for.

Published February 2020 
Authors: David MacGregor, Narek Sarakyan

Released February 2020

This book offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments. The book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K–12 EL students.

Released January 2020

This chapter presents an overview of recent research into the assessment of young second or foreign language learners and reviews relevant theoretical perspectives and empirical studies. It describes the unique characteristics of young learners and discusses the challenges presented when testing these learners whose first language literacy and cognition are still developing.

Released January 2020

This study explores how preschool educators could assess dual language learners’ (DLLs) English language abilities using formative tools in school settings. It specifically examines DLLs’ receptive and expressive language proficiencies and educators’ perceived usefulness of them for informing instruction. Results provide implications for assessing DLLs' English language ability using age-appropriate instruments.

Released January 2020

This study examined how English learner (EL) reclassification decisions are made among districts in Pennsylvania. This research sheds light on the ways educators understand and implement EL reclassification criteria at the district-level, which could help the state education agency in their training and monitoring of districts. Findings also provide valuable information to test developers regarding how English language proficiency assessment scores are used for reclassification.

Released January 2020

In February, 2011, WIDA published a Focus Bulletin on Language and Culture, which was enormously popular, and which continues to be requested by readers. This Focus Bulletin has been reformatted and lightly edited to emphasize current WIDA resources and terminology.

This Focus Bulletin explores linguistic and cultural diversity in school, and how teachers, staff and parents can help multilingual learners feel welcome, confident, and prepared to succeed academically. 

Published September 2019 
Authors: Don Bouchard, Mariana Castro, Andrea Cammilleri

Released December 2019