ERIC Number: EJ1041800
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Reference Count: 40
Equitable Written Assessments for English Language Learners: How Scaffolding Helps
Siegel, Marcelle A.; Menon, Deepika; Sinha, Somnath; Promyod, Nattida; Wissehr, Cathy; Halverson, Kristy L.
Journal of Science Teacher Education, v25 n6 p681-708 Oct 2014
This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably.
Descriptors: English Language Learners, Scaffolding (Teaching Technique), English, Native Speakers, Student Attitudes, Middle School Students, Interviews, Teaching Methods, Student Evaluation, Writing (Composition), Protocol Analysis, Models, Task Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Authoring Institution: N/A