ABSTRACT

This commentary highlights major validation challenges raised, explicitly or implicitly, from the four articles in the special issue on “Validity Considerations for Assessing Language Proficiency in Young Language Minority Students.” They are concerned with (a) the construct definition in consideration of young language-minority (LM) students’ characteristics, (b) the integration of scaffolding, multilingual, and translanguaging concepts into LM assessment, (c) the role of teachers in assessment, and (d) the examination of intended impact and consequences. In this commentary, I discuss useful validity frameworks that incorporate the consequences of assessment use, which is vital for the assessment of young LM students. A set of key research areas implicated by this special issue’s articles is also discussed in relation to the highlighted validation challenges.

摘要

该评论强调了显着或暗含地在“关于评估青年语言学生的语言能力的有效性考虑因素”的特刊中的四篇文章中提出的主要验证挑战。他们关注的是（a）考虑到青年语言（LM）学生特点的结构定义；（b）将脚手架，多语言和翻译语言概念整合到LM评估中；（c）教师在评估中的作用，以及（d）检查预期的影响和后果。在这篇评论中，我讨论了有用的有效性框架，其中纳入了评估使用的后果，这对于评估年轻的LM学生至关重要。