Alignment of Standards, Assessment and Instruction: Implications for English Language Learners in Ohio

摘要

The purpose of this article is to describe the process and development of English Language Proficiency (ELP) standards and assessment in Ohio and to discuss issues related to alignment. The article addresses the importance of alignment among standards, instruction, and assessment, as well as the effect of alignment on students' academic achievement. Additionally, a description is provided of measures used to show relationships among alignment of standards, assessment, instruction, and student outcomes. Finally, the authors review steps taken in Ohio to align ELP standards, content standards, instruction, and assessments.