Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science
Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science
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英语学习者内容领域的动态评估：五年级科学的探索性研究
DOI：
10.1002/tesq.3059
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发表时间：
2021
期刊：
影响因子：
3.2
通讯作者：
Lorena Llosa
中科院分区：
文献类型：
--
作者：
Scott E. Grapin;Lorena Llosa
动态评估（DA）试图通过嵌入中介（即，（三）评估过程中的辅助手段。迄今为止，DA研究主要是在语言学习的背景下进行的。然而，在内容教室（例如，科学，数学），英语学习者（EL）正在同时发展内容和英语语言能力，因此可能能够通过中介比单独独立表现更充分地展示他们的学习。本研究将DA应用于一个新的环境-科学教室-并研究是否将中介（以或然问题/探测的形式）嵌入到两个科学评估任务中，从而获得关于五年级EL及其同龄人所知道和可以做的事情的更完整和准确的信息。研究结果表明，中介支持EL澄清他们的科学思想，最初传达不明确或不准确。调解还显示，一些非英语学习者看似准确的最初反应并没有得到科学理解的支持。通过提供一个有理论基础的评估方法，同时回应学生的内容和语言学习需要，发展分析可以帮助反驳英语学习在内容方面的不足观点，并为这些学生创造更公平的机会来展示他们的内容学习。
Dynamic assessment (DA) seeks to understand learners’ abilities that are still developing by embedding mediation (i.e., contingent forms of assistance) into the assessment process. To date, DA studies have been carried out primarily in contexts focused on language learning. However, in content classrooms (e.g., science, math), English learners (ELs) are developing content and English language proficiency simultaneously and may therefore be able to demonstrate their learning more fully with mediation than in independent performance alone. This study applied DA to a novel context—the science classroom—and examined whether embedding mediation (in the form of contingent questions/probes) into two science assessment tasks yielded more complete and accurate information about what fifth‐grade ELs and their peers knew and could do. Findings indicated that mediation supported ELs in clarifying their science ideas that were initially communicated inexplicitly or imprecisely. Mediation also revealed that some non‐ELs’ seemingly accurate initial responses were not underpinned by science understanding. By offering a theoretically grounded approach to assessment that is dually responsive to students’ content and language learning needs, DA could help refute deficit views of ELs in the content areas and create more equitable opportunities for these students to demonstrate their content learning.
平衡环境：计算模型作为 STEM 课堂中的交互式参与者
影响因子：
4.4
作者：
Pierson, Ashlyn E.;Brady, Corey E.;Clark, Douglas B.
通讯作者：
Clark, Douglas B.