This study investigated the assessment literacy required for K–12 educators to interpret score reports from a K–12 English language proficiency assessment. The assessment in concern is ACCESS for ELLs, which is an annual summative assessment that is delivered to nearly 2 million English learners (ELs) across 39 US states and territories. This study was conducted in two phases. In Phase 1, an online teacher survey, consisting of 15 items, was completed by 1437 participants; data were analyzed using descriptive statistics. In Phase 2, 18 educators were interviewed to obtain in-depth understanding of educators’ interpretation of the score reports. Interview data were qualitatively analyzed in terms of (1) the essential assessment literacy required for interpreting the score reports, (2) resources referred to by educators for score report interpretation, and (3) educators’ suggestions to enhance the score report and its interpretation. The findings of the study reveal the relevance of K–12 EL educators’ assessment literacy for score report interpretation. For example, educators referred to proficiency level scores the most, but experienced difficulty in understanding technical terms, such as “scale scores” or “confidence band.” The results provide implications for enhancing the quality of score reports and the development of resources to support educators’ assessment literacy.

中文翻译：

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检查解释成绩报告所需的评估素养：关注 K-12 英语学习者的教育者

本研究调查了 K-12 教育工作者解读 K-12 英语语言能力评估的分数报告所需的评估素养。相关评估是 ACCESS for ELLs，这是一项年度总结性评估，面向美国 39 个州和地区的近 200 万英语学习者 (EL)。这项研究分两个阶段进行。在第一阶段，1437 名参与者完成了由 15 个项目组成的在线教师调查；使用描述性统计分析数据。第二阶段采访了18位教育工作者，深入了解教育工作者对成绩报告的解读。访谈数据在以下方面进行了定性分析：（1）解释成绩报告所需的基本评估素养，(2) 教育工作者参考的成绩报告解读资源，以及 (3) 教育工作者对成绩报告及其解读的改进建议。研究结果揭示了 K-12 EL 教育工作者的评估素养与成绩报告解释的相关性。例如，教育工作者提到的熟练程度分数最多，但在理解技术术语方面遇到困难，例如“量表分数”或“置信区间”。结果为提高成绩报告的质量和开发资源以支持教育工作者的评估素养提供了启示。教育工作者提到的熟练程度分数最多，但在理解技术术语方面遇到困难，例如“量表分数”或“置信区间”。结果为提高成绩报告的质量和开发资源以支持教育工作者的评估素养提供了启示。教育工作者提到的熟练程度分数最多，但在理解技术术语方面遇到困难，例如“量表分数”或“置信区间”。结果为提高成绩报告的质量和开发资源以支持教育工作者的评估素养提供了启示。