A Sociological Lens on Linguistic Diversity: Implications for Writing Inclusive Multiple-Choice Assessments

Autor/inn/en	Lyon, Katherine; Roberson, Nathan; Lam, Mark; Riccardi, Daniel; Lightfoot, Jennifer; Lolliot, Simon
Titel	A Sociological Lens on Linguistic Diversity: Implications for Writing Inclusive Multiple-Choice Assessments
Quelle	In: Teaching Sociology, 51 (2023) 4, S.336-348 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lyon, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X221134126
Schlagwörter	English (Second Language); Multiple Choice Tests; Sociology; Psychology; Introductory Courses; Inclusion; Bilingual Students; Student Evaluation; Foreign Students; College Students; Student Attitudes + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Soziologie; Psychologie; Einführungskurs; Inklusion; Schulnote; Studentische Bewertung; Collegestudent; Schülerverhalten
Abstract	Multiple-choice questions (MCQs) are widely used in large introductory courses. Recent research focuses on MCQ reliability and validity and overlooks questions of accessibility. Yet, access to the norms of academic discourse embedded in MCQs differs between groups of first-year students. We theorize these norms as part of the institutionalized cultural symbols that reproduce social and cultural exclusion for linguistically diverse students. A sociological focus on linguistic diversity is necessary as the percentage of students who use English as an additional language (EAL), rather than English as a native language (ENL), has grown. Drawing on sociology as pedagogy, we problematize MCQs as a medium shaping linguistically diverse students' ability to demonstrate disciplinary knowledge. Our multimethod research uses two-stage randomized exams and focus groups with EAL and ENL students to assess the effects of a modification in instructors' MCQ writing practices in sociology and psychology courses. Findings show that students are more likely to answer a modified MCQ correctly, with greater improvement for EAL students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01