Assessment accommodations for emergent bilinguals in mainstream classroom assessments: a targeted literature review
Assessment accommodations for emergent bilinguals in mainstream classroom assessments: a targeted literature review
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主流课堂评估中新兴双语者的评估调整：有针对性的文献综述
DOI：
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发表时间：
2020
影响因子：
2.1
通讯作者：
Xuexue Yang
中科院分区：
文献类型：
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作者：
Xuexue Yang
摘要尽管评估调节的重要性，很少有人知道它在课堂评估的背景下使用。为了指导教师如何在课堂评估期间最好地支持他们的新兴双语者，可能会有来自大规模评估的想法可以在课堂上使用。这篇文章，有针对性的文献综述，探讨主题和证据相对于评估住宿的新兴双语主流课堂。基于本文的研究目的，本文的研究发现部分有五个基本主题：1）内容领域评估中的语言复杂性; 2）评估调节的定义; 3）主流课堂中评估调节的选择和实施; 4）特定评估调节的有效性; 5）将大规模评估调节转化为课堂使用的挑战。研究结果表明，明确教学评估住宿和设计评估语言，以最大限度地为所有学生的重要性。这篇文章对未来的研究也有启示。
ABSTRACT Despite the importance of assessment accommodations, little is known about its use in the context of classroom assessments. To provide guidance for teachers on how to best support their emergent bilinguals during classroom assessments, there may be ideas from large-scale assessments that can be used in the classrooms. This article, a targeted literature review, examines themes and evidence relative to assessment accommodations for emergent bilinguals in mainstream classrooms. Based on the purpose of this paper, there are five essential themes in the finding section: 1) linguistic complexity in content-area assessments; 2) definition of assessment accommodation; 3) selection and implementation of assessment accommodations in mainstream classrooms; 4) effectiveness of specific assessment accommodations, and 5) challenges of translating large-scale assessment accommodations to classroom use. Findings suggest the importance of explicitly teaching assessment accommodations and designing assessment languages to maximum accessibility for all students. This article also has implications for future research.