ERIC Number: EJ771634
Record Type: Journal
Publication Date: 2007-Aug
Reference Count: N/A
Striving for Equitable Classroom Assessments for Linguistic Minorities: Strategies for and Effects of Revising Life Science Items
Siegel, Marcelle A.
Journal of Research in Science Teaching, v44 n6 p864-881 Aug 2007
Striving for equitable assessments that can contribute to classroom learning for linguistic minorities is a goal of increasing importance as the national population of English language learners continues to rise. This study investigated classroom assessments for English learners in middle school life science courses in two California schools. A framework for equitable classroom assessments, "McCes--Sounds like Success," was used to refine and evaluate assessments in the study. Ways to improve two written assessments for advanced English learners were developed through teacher research and tested with a pretest/posttest design. Eleven changes to the items were developed, such as adding visual supports and dividing prompts into smaller units. Regression analyses of raw and Rasch modeled data from the pretest/posttest showed that both English only students and advanced English learners scored significantly better on the modified classroom assessments. A new perspective on validating equitable classroom assessments as opposed to standardized assessments for English learners is discussed.
Descriptors: Second Language Learning, Pretests Posttests, Linguistics, Biological Sciences, Limited English Speaking, Teacher Researchers, Evaluation, Equal Education, Educational Strategies
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: California