Examining How English Learners Interact with "WINSIGHT®" Summative Assessment Items: An Exploratory Study. Research Report. ETS RR-20-24

Autor/inn/en	Lopez, Alexis A.; Tolentino, Florencia
Titel	Examining How English Learners Interact with "WINSIGHT®" Summative Assessment Items: An Exploratory Study. Research Report. ETS RR-20-24
Quelle	In: ETS Research Report Series, (2020), (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	English Language Learners; Student Evaluation; Language Arts; Summative Evaluation; Mathematics Skills; Elementary School Students; Secondary School Students; Language Tests; Mathematics Tests; Language Proficiency; Computer Assisted Testing; Glossaries; Test Items; Difficulty Level; Spanish; Language Usage + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Sprachkultur; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Sekundarschüler; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Glossary; Glossar; Test content; Testaufgabe; Schwierigkeitsgrad; Spanisch; Sprachgebrauch
Abstract	In this study we investigated how English learners (ELs) interacted with "®" summative English language arts (ELA) and mathematics items, the embedded online tools, and accessibility features. We focused on how EL students navigated the assessment items; how they selected or constructed their responses; how they interacted with the assessment content; the problems they encountered while completing the items; and the perceptions they had of the items, online tools, and accessibility features. We conducted one-on-one cognitive interviews with 44 students, including 29 ELs and 15 non-EL students and found that EL students were able to complete the items on their own. Our findings suggest that the Winsight ELA and mathematics items are appropriate for ELs and allow them to demonstrate their knowledge and skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01