Alignment of Standards, Assessment and Instruction
Implications for English Language Learners in Ohio
Bibliographic Data
| ID | 4254983 |
|---|---|
| Authors | Abdinur Mohamud, Ahmed Abdullahi Mohamud (0009-0005-3038-1363, Ohio Department of Education), Dan Fleck (Ohio Department of Education) |
| Year | 2010 |
| Volume | 49 |
| Issue | 2 |
| Pages | 129-136 |
| Publication date | 2010-04-13 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841003626643 |
| OpenAlex | W2071735222 |
| Language | EN |
| References cited | 8 |
The purpose of this article is to describe the process and development of English Language Proficiency (ELP) standards and assessment in Ohio and to discuss issues related to alignment. The article addresses the importance of alignment among standards, instruction, and assessment, as well as the effect of alignment on students' academic achievement. Additionally, a description is provided of measures used to show relationships among alignment of standards, assessment, instruction, and student outcomes. Finally, the authors review steps taken in Ohio to align ELP standards, content standards, instruction, and assessments
Academic achievement · Academic standards · Curriculum · Educational assessment · English language · Higher education · Language assessment · Language proficiency · Learning standards · Mathematics education · Pedagogy · Political science · Process (computing · Standardized test · Standards-based assessment · Computer Science · Educational Assessment and Pedagogy · Educational Technology and Assessment · Educator Training and Historical Pedagogy · Psychology
| Highly cited | No |
|---|