Multimodal Tasks to Assess English Learners and Their Peers in Science

Autor/inn/en	Grapin, Scott E.; Llosa, Lorena
Titel	Multimodal Tasks to Assess English Learners and Their Peers in Science
Quelle	In: Educational Assessment, 27 (2022) 1, S.46-70 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2022.2028139
Schlagwörter	Student Evaluation; English Language Learners; Science Instruction; Grade 5; Elementary School Students; Language Proficiency; Oral Language; Written Language; Visual Aids; Task Analysis; Multimedia Materials; Evaluation Methods; Accuracy; Knowledge Level; National Standards; Science Tests; Urban Schools + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Language skill; Language skills; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Anschauungsmaterial; Aufgabenanalyse; Wissensbasis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Traditionally, content assessments have been carried out through written language. However, the latest standards in U.S. K-12 education expect all students, including English learners (ELs), to demonstrate their content learning using multiple modalities. This study examined the performance of fifth-grade students at varying levels of English proficiency on four science tasks that elicited responses in visual, written, and oral modalities. Findings revealed that approximately half of students performed differently in visual versus written modalities on each task. However, performance did not consistently favor the visual modality for ELs, likely due to challenges related to visual representation in some areas of science. Additionally, triangulating students' visual and written responses with their oral responses yielded more accurate interpretations of their science understanding. Collectively, these findings indicate the potential of multimodal assessment for providing more complete and accurate information about what ELs and their peers know and can do in the content areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01