It takes the average reader 2 hours and 10 minutes to read California English Language Development Test by Freda Elena Rossi
Assuming a reading speed of 250 words per minute. Learn more
California English Language Development Test: Does It Measure Up? By Freda Elena Rossi Doctor of Education in Educational Administration and Leadership University of California, Irvine, and California State University, Los Angeles, 2009 Professor Lawson Bush, V, Chair California English Language Development Test (CELDT) results are used to meet Title III accountability measures under No Child Left Behind (NCLB) in California. The CELDT is also the English language proficiency test used by the state of California to determine the level of English proficiency of ELL students mandated by California Assembly Bill 748 and NCLB. The use of language assessment tests by teachers making instructional decisions for ELLs profoundly affects the lives of ELLs and is therefore worthy of investigation (Abedi, 2004). Research in the field of language assessment has demonstrated that the reliability and validity of the CELDT as an indicator of English proficiency is questionable (Abedi & Gandara, 2006; Gandara & Rumberger, in press). A review of the literature suggests that the language proficiency tests used to address federal mandates under NCLB differ considerably in the specific item content and in the types of tasks due to the different theoretical emphases prevalent during the time of their development (Zehler, Hopstock, Fleischman, & Greniuk, 1994). According to Abedi (2004), an efficient instructional program for ELL students should include at least three interactive components: (a) classification, (b) instruction, and (c) assessment. In the following study, qualitative methodology and case study design were used to describe and interpret how teachers use CELDT results in the classification, instruction, and assessment of ELL students at the study site. Four kinds of data (surveys, interviews, observations, and primary documents) were gathered and analyzed to address the main research question: How are CELDT results used in Gelson School? and two sub-questions: (a) How are CELDT results used to place ELLs in educational program? and (b) How are CELDT results used by teachers in planning their instruction of ELLs? Abedi's (2004) interactive school achievement model for ELL students (assessment, classification, and instruction) was used as a conceptual framework to analyze the data and report the findings. Findings indicated that CELDT results were used to place students into ELD classes and to determine which ELD Avenues lesson the teachers would teach the ELL students.
California English Language Development Test by Freda Elena Rossi is 130 pages long, and a total of 32,500 words.
This makes it 44% the length of the average book. It also has 40% more words than the average book.
The average oral reading speed is 183 words per minute. This means it takes 2 hours and 57 minutes to read California English Language Development Test aloud.
California English Language Development Test is suitable for students ages 10 and up.
Note that there may be other factors that effect this rating besides length that are not factored in on this page. This may include things like complex language or sensitive topics not suitable for students of certain ages.
When deciding what to show young students always use your best judgement and consult a professional.
California English Language Development Test by Freda Elena Rossi is sold by several retailers and bookshops. However, Read Time works with Amazon to provide an easier way to purchase books.
To buy California English Language Development Test by Freda Elena Rossi on Amazon click the button below.
Buy California English Language Development Test on Amazon