Aligning English Language Proficiency Assessments to Standards: Conceptual and Technical Issues

Abstract

AbstractAlignment between standards and assessments is a fundamental component of the larger effort to ensure appropriate and fair use of standards‐based assessments and achievement of successful standards‐based reform. This article focuses on conceptual and technical issues as well as potential strategies in evaluating alignment between large‐scale, standardized English language proficiency assessments and English language proficiency standards in the U.S. K‐12 education context, as these assessments are used in high‐stakes decisions about English language learners. Areas for future research are also discussed.