Science Assessments and English Language Learners: Validity Evidence Based on Response Processes

Autor/inn/en	Noble, Tracy; Rosebery, Ann; Suarez, Catherine; Warren, Beth; O'Connor, Mary Catherine
Titel	Science Assessments and English Language Learners: Validity Evidence Based on Response Processes
Quelle	In: Applied Measurement in Education, 27 (2014) 4, S.248-260 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2014.944309
Schlagwörter	English Language Learners; Evidence; Educational Assessment; Achievement Gap; Multiple Choice Tests; Science Tests; High Stakes Tests; Test Items; Experimental Groups; Control Groups; Interviews; Grade 5; Error Patterns; Knowledge Level; Academic Achievement; Construct Validity; Massachusetts + Suchen Sie Ihr Suchwort? Evidenz; Education; assessment; Bewertungssystem; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Test content; Testaufgabe; Interviewing; Interviewtechnik; School year 05; 5. Schuljahr; Schuljahr 05; Fehlertyp; Wissensbasis; Schulleistung; Master-Studiengang
Abstract	English language learners (ELLs) and their teachers, schools, and communities face increasingly high-stakes consequences due to test score gaps between ELLs and non-ELLs. It is essential that the field of educational assessment continue to investigate the meaning of these test score gaps. This article discusses the findings of an exploratory study of the response processes of grade 5 ELLs and non-ELLs on multiple-choice science test items from a high-stakes test. We found that the ELL students in our sample were more likely than the non-ELL students to answer incorrectly despite demonstrating knowledge of the science content targeted by the test items. Investigating the interview transcripts of ELL students who answered in this way revealed that ELL students' interactions with specific linguistic features of test items often led to alternative interpretations of the items that resulted in incorrect answers. The implications of this work for the assessment of ELLs in science are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10