Examining the Accuracy of a Conversation-Based Assessment in Interpreting English Learners' Written Responses. Research Report. ETS RR-21-03

Autor/inn/en	Lopez, Alexis A.; Guzman-Orth, Danielle; Zapata-Rivera, Diego; Forsyth, Carolyn M.; Luce, Christine
Titel	Examining the Accuracy of a Conversation-Based Assessment in Interpreting English Learners' Written Responses. Research Report. ETS RR-21-03
Quelle	In: ETS Research Report Series, (2021), (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Accuracy; English Language Learners; Language Proficiency; Language Tests; Communicative Competence (Languages); Test Format; Mathematics Tests; Middle School Students; Task Analysis; Computer Assisted Testing; Peer Relationship; Teacher Student Relationship; Written Language; Responses; Test Items; Item Analysis; English (Second Language); Second Language Learning + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Testentwicklung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Aufgabenanalyse; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Geschriebene Sprache; Test content; Testaufgabe; Itemanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb
Abstract	Substantial progress has been made toward applying technology enhanced conversation-based assessments (CBAs) to measure the English-language proficiency of English learners (ELs). CBAs are conversation-based systems that use conversations among computer-animated agents and a test taker. We expanded the design and capability of prior conversation-based instructional and assessment systems and developed a CBA designed to measure the English language skills and the mathematics knowledge of middle school ELs. The prototype CBA simulates an authentic and engaging mathematics classroom where the test taker interacts with two virtual agents to solve math problems. We embedded feedback and supports that are triggered by how the CBA interprets students' written responses. In this study, we administered the CBA to middle school ELs (N = 82) residing in the United States. We examined the extent to which the CBA system was able to consistently interpret the students' responses (722 responses for the 82 students). The study findings helped us to understand the factors that affect the accuracy of the CBA system's interpretations and shed light on how to improve CBA systems that incorporate scaffolding. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01