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IPT Research
As part of an inquiry-based test development process,
the IPT assessment team has charted and followed a comprehensive
research plan aimed at identifying the language demands
English language learners encounter in mainstream academic
classrooms.
At the outset, the assessment team conducted a literature
review to identify research related to ELLs studying
in mainstream classrooms as well as to identify areas
that needed further study. In addition, the team organized
an Advisory Board, comprised of leading language acquisition
scholars, second language experts, psychometricians,
and other educators with strong experience in second
language testing and education issues. The members of
the Advisory Board played a critical role in shaping
and directing the research effort. The group as a whole
meets to discuss broad questions and also assists on
individual issues according to their expertise.
An extensive needs analysis was conducted, which focused
on the following five
research strands:
- Strand 1: Analysis of selected state
ELP and academic content standards. This research
focused on the types of language learning objectives
students are expected to achieve in ESL classes as
well as within each academic content area. This part
of the research included analysis of the national
ELP and state ELP standards, as well as state content
standards (e.g., language arts/reading, science, math,
and social studies) for all grade levels in 13 states,
including New York, California, Texas, Florida, North
Carolina, and Illinois. The pioneering work on academic
English by Dr. Frances Butler and Dr. Alison Bailey,
researchers at the National Center for Research on
Evaluation, Standards and Student Testing (CRESST)
based at the UCLA, formed a critical basis for the
research conducted by Ballard & Tighe’s assessment
team.*
- Strand 2: Analysis of textbooks
used in mainstream academic classes. Under the
direction of the Ballard & Tighe assessment team,
experienced teachers and researchers analyzed textbooks
to understand the types of written materials ELLs
have to use and comprehend in mainstream content classes.
The analysis included textbooks currently being used
at various grade levels in New York, Florida, California,
and Texas to teach language arts/reading, science,
math, and social studies.
- Strand 3: Analysis of classroom
videos and live classroom observations. Researchers
investigated content area classroom interaction using
videos of classrooms and live observations to find
out the kinds of tasks that students encounter and
the skills they need to participate in classroom activities;
57 classroom videos and 16 live classroom observations
were included in the research. These classrooms were
located in over 17 states nationwide. An average of
two classrooms within each content area (language
arts/reading, science, social studies, and math) were
observed for each grade level from Pre-K to Grade
12. Each classroom observation constituted the instructional
time with interaction between the teacher and students
during one hour of classroom contact.
- Strand 4: Analysis of statewide
achievement tests. Under the direction of the
Ballard & Tighe assessment director, researchers
studied and analyzed statewide achievement tests to
understand the language demands students encounter
on the tests.
- Strand 5: Analysis of teacher focus
groups. Ballard & Tighe researchers conducted
focus groups with both mainstream and ESL/bilingual
teachers to cross-validate the results of the other
four strands of research and fill in any gaps. The
data from the teacher focus groups included over 20
hours of contact with approximately 100 educators
from Texas, Colorado, Arizona, Illinois, and Georgia.
There were two focus groups per grade span as well
as for ESL/bilingual classes. The participants were
math, language arts/reading, science, social studies,
and ESL/bilingual educators.
The data from the five strands of
research provided the basis for the test content. The
content of the test is academic English, which is defined
operationally by the research. More specifically, the
data resulting from the research provided the foundation
for the IPT test blueprint and item specifications.
* See: Bailey, A. L., & Butler, F. A. (2002).
An Evidentiary Framework for Operationalizing Academic
Language for Broad Application to K-12 Education: A
Design Document (CSE Tech. Rep. No. 611). Los Angeles:
University of California, Center for Research on Evaluation,
Standards, and Student Testing (CRESST).
• Academic Language
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