Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use

Abstract

In U.S. K-12 schools, adequate education of English language learner (EL) students, particularly to support their attainment of English language and literacy skills, has attracted heightened attention. The increased academic rigor as well as sophisticated disciplinary language demands embodied in current academic content standards have posed considerable challenges to EL students. To address students’ needs, the present study utilized formative assessment as a means to support the teaching and learning of academic reading skills for EL students. We also endeavored to test our underlying assumption that sound assessment tools would facilitate effective formative assessment processes. In this study, we devised a technology-based assessment tool considering the increasing use of technology in K-12 schools. As a small-scale, exploratory study, we examined the usability and validity of the tool for formative purposes with three ESL teachers and their students (62 EL students) from secondary schools. The results indicated that the tool had the potential to extend teachers’ and students’ formative assessment practices in principled ways. However, we also found some teachers’ misconceptions about the tool’s purpose and their limited implementation skills to utilize the tool for formative assessment purposes. Implications for practice and further research are discussed.

Examining the Assessment Practices of Foreign Language Novice Teachers

“…The focus on using summative assessment for accountability purposes in the classroom might indicate that novice teachers need additional training, as López and Bernal (2009) suggested. It is imperative to support novice language teachers using formative assessment to guide teaching and learning (Hill & McNamara, 2011;Leung, 2005;López, 2010;Wolf & López, 2022). Nonetheless, we found evidence that some novice teachers attempted to use other types of assessment in the classroom, albeit sparingly.…”

“…Classroom assessment generally includes three basic steps: (a) collecting evidence of student learning, (b) interpreting or judging the evidence, and (c) making use of the evidence (Leung, 2005). To make use of classroom assessment, teachers engage in different practices to determine the purpose of the assessment; plan the assessment; select methods and instruments; implement, score, and report the assessment, and make use of the assessment information (Hill & McNamara, 2011;Leung, 2005;Wolf & López, 2022). However, the classroom assessment practices of language teachers vary greatly (Rea-Dickins, 2001;Yin, 2010).…”

“…Other factors that influence the classroom assessment practices of language teachers include the school's curriculum, culture, and climate (Rogers et al, 2020). In addition, teachers' workload, time constraints, and available resources also impact their classroom assessment practices (Wolf & López, 2022).…”

Teachers’ Perceptions and Challenges in Integrating Technology in English Reading Course: A Systematic Research Review

“…Based on Hajikaleng (2020) it indicated that weaknesses in internet connections also affect fluency in teaching English using online technological media. Wolf & Lopez (2022) also explained that limited availability of laptops and an unstable internet connection network are also challenges that hinder the integration of ICT in English language teaching. The same thing was also expressed by Khan & Kuddus (2020) which explained the challenges in integrating ICT into English language teaching.There were several factors, namely weak internet connections, infrastructure problems, inadequate teacher training, and lack of time to prepare ICT lessons.…”