Equitable Written Assessments for English Language Learners: How Scaffolding Helps
Document Type
Article
Publication Date
10-1-2014
School
Education
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.
Publication Title
Journal of Science Teacher Education
Volume
25
Issue
6
First Page
681
Last Page
708
Recommended Citation
Siegel, M.,
Menon, D.,
Sinha, S.,
Promyod, N.,
Wissehr, C.,
Halverson, K.
(2014). Equitable Written Assessments for English Language Learners: How Scaffolding Helps. Journal of Science Teacher Education, 25(6), 681-708.
Available at: https://aquila.usm.edu/fac_pubs/20022