Pupils' Perceptions on Accommodations in Multilingual Assessment of Science

Autor/inn/en	De Backer, Fauve; Baele, Judith; van Avermaet, Piet; Slembrouck, Stef
Titel	Pupils' Perceptions on Accommodations in Multilingual Assessment of Science
Quelle	In: Language Assessment Quarterly, 16 (2019) 4-5, S.426-446 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2019.1666847
Schlagwörter	Multilingualism; Testing Accommodations; Student Attitudes; Language Proficiency; Second Language Learning; Culture Fair Tests; Test Validity; Science Tests; Language of Instruction; Indo European Languages; Native Language; Bilingualism; Translation; Audio Equipment; Decision Making; Preferences; Test Content; Test Items; Grade 5; Elementary School Students; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Testvalidität; Teaching language; Unterrichtssprache; Indoeuropäisch; Bilingualismus; Audio-CD; Decision-making; Entscheidungsfindung; Testaufgabe; Test content; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Belgien
Abstract	One of the greatest assessment challenges is providing fair and valid tests for multilingual pupils. Since language proficiency impacts their results on content tests, accommodations are suggested to help in solving the validity issues. In this mixed methods study on multilingual assessment, pupils were divided according to three testing conditions: one with the written science test in the language of instruction (LOI = Dutch); a second one in which pupils received a bilingual test in the LOI and a written translation in their first language (L1); and a third bilingual condition with added audio support in both languages. For each condition pupils were interviewed about their testing experience, including their decisions (not) to make use of particular accommodations. Results indicate that pupils perceived the accommodations as helpful. The strategies they used depend on personal preferences, language proficiency in both languages, the content attended to and the complexity of the test item. This study illustrates pupils' dynamic use of accommodations in relation to their linguistic repertoires. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01