The results of assessments are valid when we can make appropriate inferences about student knowledge and skills. Given a student’s test score, we want to be able to infer whether he or she has attained proficiency in grade-level content standards.

To the right is a useful diagram for thinking about valid assessment results in light of the characteristics of the students. Keep in mind that ELLs with disabilities have unique and varying needs that may present barriers to learning.

(Click on the graphic for a larger version in a popup window)

Three components drive valid assessment results and interpretation for ELLs with disabilities:

• What is assessed? Educators must understand the content that is being assessed.
• How is it assessed? Test design and administration procedures must be carefully considered to allow all students to participate. If appropriate, accommodations should be considered for students who are unable to access the test for any reason.
• What do the results mean? If the above two components have been considered, it should lead to valid assessment results. When educators have considered both what is assessed and how it is assessed, they should be able to make appropriate inferences about a student’s level of proficiency.