Educative Assessments for English Language Learners: The Value of Increased Student Writing in Science

• In Event: Roundtable Session 22
  In Roundtable Session: Modifications: Assessing English Language Learners, Food Genetics, and Nutrition Understandings

Abstract

We present an argument for the importance of placing a greater emphasis on content-area writing in science for middle school English language learners. Currently, in U.S. middle schools, writing for meaningful purposes is receiving decreased attention as teachers feel pressure to cover large numbers of content standards. Additionally, the high stakes assessments that have become the definitive measure of student learning are overwhelmingly in multiple-choice format, further devaluing academic writing. To counter these trends, we propose the notion of educative assessment materials – writing-rich assessments that are designed to support teachers in better using assessments to promote meaningful learning. Such assessments benefit all students, but particularly English language learners.

Authors

• Cory A. Buxton, University of Georgia - Athens

• Martha A. Allexsaht-Snider, University of Georgia

• Regina Suriel, University of Georgia

• Bruce Gabbitas, University of Georgia

• Allan S. Cohen, University of Georgia

• Youn-Jeng Choi, University of Georgia