Assessment of Content Understanding through Science Explanation Tasks. CRESST Report 745

Autor/inn/en	Boscardin, Christy Kim; Jones, Barbara; Nishimura, Claire; Madsen, Shannon; Park, Jae-Eun
Institution	National Center for Research on Evaluation, Standards, and Student Testing
Titel	Assessment of Content Understanding through Science Explanation Tasks. CRESST Report 745
Quelle	(2008), (155 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Biology; Secondary School Science; Student Evaluation; Validity; Evaluation Criteria; Scoring; Performance Based Assessment; Language Proficiency; English (Second Language); Second Language Learning; Science Tests; Assignments; Observation; Reliability; Scoring Rubrics; California + Suchen Sie Ihr Suchwort? Biologie; Schulnote; Studentische Bewertung; Gültigkeit; Bewertung; Leistungsermittlung; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Assignment; Auftrag; Zuweisung; Beobachtung; Reliabilität; Scoring formulas; Auswertungsbogen; Kalifornien
Abstract	Our recent review of content assessments revealed that language expectations and proficiencies are often implicitly embedded within the assessment criteria. Based on a review of performance assessments used in high school biology settings, we have found a recurring discrepancy between assessment scoring criteria and performance expectations. Without explicit scoring criteria to evaluate the language performance, it is difficult to determine how much of the overall performance quality can be attributed to language skills versus content knowledge. This is an especially important validity question for English Learners (ELs) under the current state assessment mandates. To date, studies of the validity and consequences of standards-based assessments for ELs have been limited. In the current study, we examined the various cognitive demands including language skills associated with successful performance on content assessments. Also, as part of the validity investigation, we developed and examined the relative sensitivity of performance-based assessment, which is constructed to be a more proximal measure of student understanding and sensitive to detecting instructional differences. (Contains 23 tables and 3 figures.) (As Provided).
Anmerkungen	National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10