Collaborative Research: Examining Formative Assessment Practices for English Language Learners in Science Classrooms

本研究是一项为期两年的探索性研究，旨在确定有效的英语学习者科学形成性评估（FA）实践的关键方面，以及影响这种实践的背景因素。有三个机构为此目的共同努力：博尔德的科罗拉多大学、丹佛的科罗拉多大学和华盛顿大学。FA，在这项研究的背景下，被视为一个过程，有助于科学学习的ELL，而不是管理的离散集的工具，从学生收集数据。这项研究的对象是讲西班牙语的小学生和中学生。本研究的结果有助于推进知识和理解FA作为一个内在的组成部分，科学学习过程中的语言多样化的教室，并确定一个研究议程，旨在提高科学教师的能力，制定公平和有效的评估实践，为这个学生亚群。三个研究问题指导这项工作：（1）在主要为主流学生服务的科学教室和主要为ELL服务的科学教室中，发生了什么FA实践？(2)教师对主流学生的FA实践与对ELL学生的FA实践有何不同或相似之处？（3）语境因素和教师的文化和语言能力如何影响外语教学实践？为了解决这些问题，使用两个概念框架-一个用于表征FA事件;另一个用于检查FA事件作为一个通信过程。本研究采用了混合方法的研究方法，重点是案例研究。样本量包括科罗拉多和华盛顿的三个学区，16个教室（8所小学，8所中学），16名教师和96名ELL。教室的选择代表了四个因素的特定组合：（a）教师种族，（B）教师在教授ELL时的正式学术准备，（c）学生的语言背景类型，以及（d）年级水平。学生是通过分层随机抽样选出的，按成绩水平（即，低、中、高）和语言背景（即，主流，ELL）。在科学单元的开始、期间和结束时，记录FA实施情况的数据收集策略包括：（a）课堂观察，（B）课堂录像，（c）录像/人工制品模拟回忆，（d）人工制品评估，（e）学生访谈，（f）教师问卷调查，（g）教师访谈，（h）校长访谈，（i）学校观察。大多数数据收集工具的可靠性和有效性通过试点研究确定。数据解释策略包括：（a）基于两个概念框架的编码，（B）评分规则，以确定有效性水平，（c）叙述和概况，以描述FA模式。出版物和建立网站是主要的传播战略。技术咨询委员会负责形成性和总结性评价。关键的评估问题是：（1）项目通过案例研究在多大程度上加强了对ELL FA实践的研究？以及（2）项目传播活动如何有效地促进对FA实践的理解？主要项目成果包括：（1）描述英语学习者正式和非正式的语言教学实践模式;（2）比较在教师特征和语言多样性方面不同的课堂上观察到的语言教学实践;（3）一套基于经验和理论的研究结果和策略，以支持教师制定和加强对文化和语言多样性敏感的语言教学实践。开发了三个主要产品：（1）一本专著，用具体例子描述了在不同课堂上观察到的FA实践;（2）描述了可能的专业发展策略，以改善语言多样化学生的在职FA实践;（3）分析FA实践的研究方法。除了填补现有的研究差距，在FA与ELLs，成果和产品作为未来的研究议程和一个全面的项目，旨在确保公平的科学学习为所有学生，包括ELLs的基础。

This is a two-year exploratory study to identify critical aspects of effective science formative assessment (FA) practices for English Language Learners (ELLs), and the contextual factors influencing such practices. Three institutions join efforts for this purpose: University of Colorado at Boulder, University of Colorado at Denver, and University of Washington. FA, in the context of the study, is viewed as a process contributing to the science learning of ELLs, as opposed to the administration of discrete sets of instruments to collect data from students. The study targets Spanish-speaking, elementary and middle school students. Findings from this study contribute to advance knowledge and understanding of FA as an inherent component of the science learning process in linguistically diverse classrooms, and to define a research agenda aimed at enhancing science teachers' ability to enact equitable and effective assessment practices for this student subpopulation. Three research questions guide the work: (1) What FA practices are occurring in science classrooms that serve predominantly mainstream students and in those serving predominantly ELLs?; (2) How are teachers' FA practices for mainstream students different from or similar to those used with ELLs?; and (3) How do contextual factors and teachers' cultural and linguistic competencies influence FA practices? To address these questions, two conceptual frameworks are used--one for characterizing FA events; the other for examining FA events as a communication process. The study employs a mixed-methods research approach with emphasis on case studies. The sample size consists of three school districts in Colorado and Washington, 16 classrooms (8 elementary, 8 middle school), 16 teachers, and 96 ELLs. Classrooms are selected to represent a particular combination of four factors: (a) teacher ethnicity, (b) teacher formal academic preparation in teaching ELLs, (c) type of linguistic student background, and (d) grade level. Students are selected through a stratified random sample, identified by achievement level (i.e., low, medium, high), and linguistic background (i.e., mainstream, ELL). Data collection strategies to document the implementation of FA at the beginning, during, and at the end of a science unit include: (a) classroom observations, (b) classroom video-recording, (c) video/artifact simulated recall, (d) assessment of artifacts, (e) student interviews, (f) teacher questionnaires, (g) teacher interviews, (h) school principal interviews, and (i) school observations. Reliability and validity of most of the data-gathering instruments is determined through pilot studies. Data interpretation strategies include: (a) coding based on the two conceptual frameworks, (b) scoring rubrics to identify levels of effectiveness, and (c) narratives and profiles to describe FA patterns. Publications and the development of a website constitute the main dissemination strategies. A technical advisory board is responsible for formative and summative evaluation. Key evaluation questions are: (1) To what extent does the project enhance research on ELL FA practices through case studies?, and (2) How effectively do the project dissemination activities facilitate understanding of FA practices? Major project outcomes include: (1) a description of the patterns of formal and informal FA practices for ELLs; (2) a comparison of the FA practices observed in classrooms that vary on the dimensions of teacher characteristics and linguistic diversity; and (3) an empirically and theoretically informed set of findings and strategies for supporting teachers to enact and enhance FA practices sensitive to cultural and linguistic diversity. Three main products are developed: (1) a monograph describing the FA practices observed across the different classrooms with concrete examples; (2) a description of possible professional development strategies to improve in-service FA practices for linguistically diverse students; and (3) a research-informed approach for analyzing FA practices. Besides filling the existing research gap on FA with ELLs, outcomes and products serve as a foundation for a future research agenda and a comprehensive project aimed at ensuring equitable science learning for all students, including ELLs.