Two focus-group interviews with 23 Minnesota educators were conducted by the Minnesota Assessment Project to obtain in-depth information on the participation of limited English-proficient (LEP) students in the first round of the Minnesota Basic Standards tests. Responses to open-ended questions were audiotaped while a research assistant took field notes. An inductive technique was used to identify themes and patterns in the comments. Four important findings may be applied to any large-scale assessment in any state: (a) Participation of LEP students in large-scale assessments is important, (b) educators often do not consider using testing accommodations for LEP students, (c) clear communication about the test is extremely important, and (d) test preparation should not detract from regular instruction.
Bibliographical noteFunding Information:
This research was supported, in part, by a grant to the Minnesota Department of Children, Families and Learning from the U. s. Department of Education, Office of Educational Research and Improvement (Grant R279A5001 I ), Opinions expressed herein do not necessarily reflect those of the U. S. Department of Education or offices within it, or those of the Minnesota Department of Children, Families and Learning.