ERIC Number: EJ994183
Record Type: Journal
Publication Date: 2012
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: N/A
Differential Performance by English Language Learners on an Inquiry-Based Science Assessment
Turkan, Sultan; Liu, Ou Lydia
International Journal of Science Education, v34 n15 p2343-2369 2012
The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an inquiry-based science assessment, using a multifaceted Rasch DIF model. A total of 1,396 seventh- and eighth-grade students took the science test, including 313 ELL students. The results showed that, overall, non-ELLs significantly outperformed ELLs. Of the four items that showed DIF, three favored non-ELLs while one favored ELLs. The item that favored ELLs provided a graphic representation of a science concept within a family context. There is some evidence that constructed-response items may help ELLs articulate scientific reasoning using their own words. Assessment developers and teachers should pay attention to the possible interaction between linguistic challenges and science content when designing assessment for and providing instruction to ELLs. (Contains 1 note, 4 tables and 1 figure.)
Descriptors: Science Tests, English (Second Language), Second Language Learning, Test Bias, English Language Learners, Science Achievement, Grade 7, Grade 8, Science Instruction, Item Analysis, Test Items, Scientific Concepts, Thinking Skills, Content Area Reading, Achievement Gap
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A