Equitable Written Assessments for English Language Learners: How Scaffolding Helps

Autor/inn/en	Siegel, Marcelle A.; Menon, Deepika; Sinha, Somnath; Promyod, Nattida; Wissehr, Cathy; Halverson, Kristy L.
Titel	Equitable Written Assessments for English Language Learners: How Scaffolding Helps
Quelle	In: Journal of Science Teacher Education, 25 (2014) 6, S.681-708 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-014-9392-1
Schlagwörter	English Language Learners; Scaffolding (Teaching Technique); Native Speakers; Student Attitudes; Middle School Students; Interviews; Teaching Methods; Student Evaluation; Writing (Composition); Protocol Analysis; Models; Task Analysis + Suchen Sie Ihr Suchwort? Muttersprachler; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Schreibübung; Analogiemodell; Aufgabenanalyse
Abstract	This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10