Investigating ESL Students’ Performance on Outcomes Assessments in Higher Education

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Abstract
Outcomes assessments are gaining great attention in higher education because of increased demand for accountability. These assessments are widely used by U.S. higher education institutions to measure students’ college-level knowledge and skills, including students who speak English as a second language (ESL). For the past decade, the increasing number of ESL students has changed the landscape of U.S. higher education. However, little research exists documenting how ESL students perform on outcomes assessments. In this study, the authors investigated ESL students’ performance on the Educational Testing Service Proficiency Profile in terms of factor structure, criterion validity, and differential item functioning. The test showed partial measurement invariance between ESL and non-ESL students, consistent criterion validity, and few examples of differential item functioning. The results suggest the critical need for consideration of language background in outcomes assessment research in higher education.

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