Resources/Recursos

This article provides an illustrative example of how the thinking of a consortium of United States states, territories and federal agencies has evolved in its conceptualization of language standards frameworks, working in tandem with the development of language assessment to ensure robust alignment between the two. It attempts to lay out the interrelated developments in WIDA’s English language development standards and its large-scale assessment over the course of close to 20 years.

Released January 2022

This study describes long-term trends in students’ academic performance, documenting persistent and systematic disparities in academic outcomes across several student subgroups. Results corroborate emerging evidence from the field that English learner students, students with disabilities, and especially students who are learning English with a disability, are being consistently underserved by the U.S. educational system.

Released January 2022

Motivated by findings of a 2018 WIDA report pointing to large overlap between ELs with Individualized Education Program (IEP) designations and those ELs who could be identified as LTELs, this study further focuses on these dual-identified students. Grouping ELs by ever-IEP (i.e., being assigned an IEP at any point in the longitudinal record) and never-IEP status, we compare these two subgroups’ English language growth trajectories across time. Our findings show consistent trends of differential growth and reclassification rates for these two subgroups.

Published November 2021 
Authors: Narek Sahakyan, Glenn Poole

Released November 2021

This report examines English learners’ (EL) testing, proficiency and growth in the academic years of 2018–19, 2019–20 and 2020–21, using population-level data from ACCESS for ELLs Online, administered across the WIDA Consortium to students identified as ELs. The objective of the report is to shed light on the impact of the COVID-19 pandemic on ELs’ educational outcomes.

October 2021 
Authors: Narek Sahakyan, H. Gary Cook

Released October 2021

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 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 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

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 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 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

The analysis in this report illustrates models and procedures that can be used to assign a missing domain score in order to calculate an overall composite score. These methods only apply to assessments taken by English learners whose IEPs or 504 plans require they not be tested in one or more domains.

Released March 2019

This study examined how English learners in grades 1-12, with and without disabilities, used online accessibility features during an ELP assessment. These accessibility features are designed to provide the necessary support for the general EL population, including ELs with disabilities.

Published March 2019 
Authors: Ahyoung Alicia Kim, Meltem Yumsek, Mark Chapman, H. Gary Cook

Released March 2019

This study aimed to investigate how 1–2 English language learners (ELLs) in grades 1-2 differ in their performance on a writing test in two test modes: paper and online. Overall, there was a significant effect of test mode on ELLs’ test performance. More specifically, ELLs displayed noticeably better performance when being tested on paper.

Released January 2019

This ALTELLA Report explores how item and task development – a critical component of assessment design – might be implemented for an alternate assessment of English language proficiency standards.

Released October 2018