Equitable Written Assessments for English Language Learners: How Scaffolding Helps

Abstract

This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably.

Toward Equitable Assessment of English Language Learners in General Chemistry: Identifying Supportive Features in Assessment Items

“…• Making connections between the parts of the item to provide contextual support • Adding a brief narrative to elicit understanding of how the concept being assessed is applied in a real-world scenario The EFCA has been used to reduce the linguistic complexity of life sciences assessment items without reducing the items' level of content difficulty. 8,9 These studies showed promising results in decreasing the performance gap between ELL and NES students. The EFCA guidelines were applied to modify life science assessment items for middle school students in a pre-test/post-test design.…”

“…8 To gain a deeper understanding of students' interpretations of original versus modified assessment items, researchers conducted a qualitative study involving ELL and NES middle school students. 9 Items were selected from a pool of questions outlined in the life sciences curriculum ("original versions"). The EFCA guidelines were then used to create linguistically simplified and visually accessible versions of each of the original assessment items ("modified versions").…”

“…Both ELL and NES students found that the modified items were comprehensible, facilitated understanding, and helped the students organize and visualize their thoughts, which enabled them to perform better. 9 While the EFCA has been shown to be beneficial in decreasing the performance gap between ELL and NES middle school students in the life sciences, additional research is needed to determine if the modifications suggested by the EFCA are equally valid and effective for undergraduates in chemistry.…”

Turkish Science Teacher Candidates Understandings of Equitable Assessment and Their Plans about It

“…Teachers' understandings and beliefs of EA are important because they shape teachers' instructional and assessment practices to meet the needs of diverse learners (Abell & Siegel, 2011;Siegel, 2014;Siegel et al, 2014). EA is not just a way to measure students' learning fairly, but more importantly, it is a way to reduce biases to support all students' learning (Siegel, 2014).…”

Exploring and conceptualizing teacher formative assessment practices and digital applications within a technology-enhanced high school classroom

“…After the recognition of the importance of formative assessment researchers began focusing on other aspects of formative assessment (e.g., Fusco & Calabrese Barton, 2001). Researchers generally focus on the English Language Learner's [ELL] needs (Lyon, Bunch, & Shaw, 2012;Siegel et al, 2014;Siegel, Wissehr, & Halverson, 2008); assessment sensitivity to cultural differences (e.g., Solano-Flores & Nelson-Barber, 2001); student and teacher interaction (e.g., ; sharing authority (e.g., Fusco & Calabrese Barton, 2001); and identity development (e.g., Fusco & Calabrese Barton, 2001).…”