Assessment of English Learners and Their Peers in the Content Areas: Expanding What "Counts" as Evidence of Content Learning

Autor/in	Grapin, Scott E.
Titel	Assessment of English Learners and Their Peers in the Content Areas: Expanding What "Counts" as Evidence of Content Learning
Quelle	In: Language Assessment Quarterly, 20 (2023) 2, S.215-234 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2022.2147072
Schlagwörter	English Language Learners; Elementary Secondary Education; Elementary School Science; Student Evaluation; Evaluation Methods; Culture Fair Tests; Alternative Assessment; Oral Language; Written Language; Freehand Drawing + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Drawing; Zeichnen
Abstract	In this article, I argue for expanding what "counts" as evidence of content learning in the assessment of English learners (ELs) and their peers in the content areas. ELs bring expansive meaning-making resources to content classrooms that are valuable assets for meeting the ambitious learning goals of the latest K-12 education reform. Traditionally, however, the assessment of ELs in the content areas (e.g., science, language arts) has been pursued in restrictive ways, with a narrow focus on demonstrating learning through the written language modality and independent performance. This disconnect between the expansive meaning-making resources of ELs and the restrictive nature of content assessments limits ELs' opportunities to demonstrate what they know and can do and ultimately serves to perpetuate the deficit views of these students. I begin by providing contextual background on classroom assessment aligned to the latest standards in U.S. K-12 education. Then, I present two studies that illustrate two different expansive assessment approaches with ELs in elementary science: (a) multimodal assessment and (b) dynamic assessment. Finally, I highlight synergies of these studies with related research efforts across diverse contexts, toward the goal of developing a collective vision of expansive assessment that leverages ELs' expansive ways of making meaning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01