A framework for science classroom assessment task design for emergent bilingual learners

Fine, Caitlin G. McC.; Furtak, Erin Marie

doi:10.1002/sce.21565

Cited by 31 publications

(20 citation statements)

References 54 publications

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“…In other words, the ways science learning has been conceptualized has always been inclusive for some and exclusionary for others who don't fit the white normative status quo, reinforcing the culture-wide power imbalance in favor of whiteness. Time and time again, considerations in the area of assessments for vulnerable and historically marginalized populations are often done as an afterthought, a post hoc step with accommodations (Abedi, 2004;Mislevy & Duran, 2014;Solano-Flores & Trumbull, 2003) rather than designing with them in mind at the inception (Fine & Furtak, 2020).…”

Section: Positionality Of Researchermentioning

confidence: 99%

Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments

Cheuk

2021

Science Education

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Assessment developers are increasingly using the developing technology of machine learning in transforming how to assess students in their science learning. I argue that these algorithmic models further embed the structures of inequality that are pervasive in the development of science assessments in how they legitimize certain language practices that protect the hierarchical standing of status quo interests. My argument is situated within the broader emerging ethical challenges around this new technology.I apply a raciolinguistic equity analysis framework in critiquing the "new black box" that reinforces structural forms of discrimination against the linguistic repertoires of racially marginalized student populations. The article ends with me sharing a set of tactical shifts that can be deployed to form a more equitable and socially-just field of machine learning enhanced science assessments.

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Section: Positionality Of Researchermentioning

confidence: 99%

Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments

Cheuk

2021

Science Education

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“…The vital thing that must be done by teachers is to introduce specific terms in the field of science because pupils who take a bilingual program tend to remember terms or vocabulary that are unique in the scientific field (Maxwell-Reid, 2020). The absolute thing that must be taken by the teacher is to formulate and design a special assessment by considering many aspects (Fine & Furtak, 2020).…”

Section: Science Class and English As Medium Of Instructionmentioning

confidence: 99%

Can Pupils Retell Concepts in English? An Analysis of How to Use EMI in Science Class

Sukardi¹,

Sopandi²,

Riandi³

2021

INT J INSTRUCTION

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British Council for East Asia reported that the level of English competency of Indonesian pupils in primary and secondary education in English lessons and other scientific disciplines was very concerning. They did not use English as Medium Instruction (EMI) in Science class well. Besides, pupils need to have English communication skills in the 21st century. Because of that, the research aims to investigate how EMI should be applied in Science class. The purposive survey method was used in this study involving the process of data triangulation from tests, questionnaires, unstructured interviews, and observations of learning. The research subjects were selected by a purposive sampling technique involving 172 pupils aged 11-13 years from several secondary schools in four major cities in Indonesia which use English as the medium of instruction in Science class. The results showed that EMI can be applied in Science class by bilingual strategies. Most of the pupils understood the teachers' instruction, scientific terms, even scientific concepts but they felt safer using both Indonesian and monolingual languages to avoid some errors e.g. misconceptions when teachers explain fundamental science concepts. Introducing keywords in the form of bilingual terms related to the fundamental concepts of science helps pupils to understand science concepts more deeply and develop pupils' ability to speak English actively. These findings are expected to become a reference for how to use EMI in science class.

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“…For example, Buxton and Caswell (2020) identified uses of visuals and models to offer meaning‐making opportunities for students and found that “engagement in multimodal and intertextual approaches helped students gain access to key ideas” (p. 574). Consistent with multimodal instruction are the use of diagrams, graphics, and models for formative assessment of students' learning (Fine & Furtak, 2020). These examples from science education suggest that such uses of language can engage all learners, and this potential of engineering may similarly be especially productive for ELs.…”

Section: Asset‐based Approaches For Engineering Education With Elsmentioning

confidence: 99%

“…Consistent with multimodal instruction are the use of diagrams, graphics, and models for formative assessment of students' learning (Fine & Furtak, 2020). These examples from science education suggest that such uses of language can engage all learners, and this potential of engineering may similarly be especially productive for ELs.…”

Section: Using Multiple Modal Communication and Discursive Resourcesmentioning

confidence: 99%

Affordances of engineering with English learners

2021

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In this position paper, we draw from previous research and theoretical developments in the field to propose a set of affordances of engineering with English learners (ELs). Students learning both the language of instruction (e.g., English) and academic subject matter (e.g., engineering, mathematics, science) face the challenge of making sense of linguistically complex terminology of disciplinary knowledge. We posit that engineering provides a unique set of benefits for such learners due to a number of factors associated with the discipline of engineering, including the materiality of the knowledge, the potential for multimodal communication, and the contextualization of knowledge in specific task‐oriented activities. We also recognize that engineering benefits from participation by diverse learners including ELs as solutions are strengthened by a multitude of ideas and perspectives. Although this paper focuses on ELs, we recognize that such affordances are also valuable for all students, including native English speakers, and that they may be particularly important for students who may benefit from additional linguistic supports for developing academic literacies. We identify the affordances, anchoring them in elementary classroom experiences and teacher testimonials, and propose a research agenda for future study.

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A framework for science classroom assessment task design for emergent bilingual learners

Cited by 31 publications

References 54 publications

Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments

Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments

Can Pupils Retell Concepts in English? An Analysis of How to Use EMI in Science Class

Affordances of engineering with English learners

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