Improving Teaching and Learning in Middle School English Learner Classrooms: A Usability Case Study of Formative Assessment

• In Event: 73.029 - Systematizing Formative Assessment for English Learners: Teacher Change and Student Academic Language Outcomes

Abstract

The purpose of this study was to examine how middle school teachers utilized the English Language Formative Assessment (ELFA) system with their intermediate level middle school English learners (ELs). The ELFA is a measurement system that consists of a set of reading assessment forms to be used for formative purposes, a Teacher Guide, Teacher Probes, and a score management program that supports daily instruction of EL academic reading in middle school.

Though much attention has been paid to the unique educational needs of English Learners (ELs), there is still a substantial achievement gap in reading (NAEP, 2011). Teachers often find that supporting the academic literacy development of English learners is daunting due to ELs’ diverse English reading profiles, and the increasing complexity of texts encountered as students progress through middle grades. Prior research stresses that EL students must be explicitly taught academic language proficiency and comprehension skills to improve “reading to learn” (August & Shanahan, 2006).

Based on a theoretical reading competency model (O’Reilly & Sheehan, 2009) and the Common Core State Standards, the ELFA assessment encompasses three reading skill categories. The three sub-skills include (1) prerequisite reading skills, (2) literal comprehension skills, and (3) higher-order reading skills. ELFA was specifically designed to support the instructional decisions made in the EL classroom that aid in successfully scaffolding reading and transitioning ELs into mainstream classes.

Using a collective case study approach, we present data collected as a part of a larger project focused on the research and development of ELFA. The case study was designed to: (1) examine the value, efficiency, learnability and feasibility of ELFA, and (2) characterize the teacher learning before, during and after the integration of ELFA.

A total of eight teachers and their EL students (approximately 160 ELs) from six middle schools participated. During the ELFA training webinar teachers shared information about their setting, teaching philosophy, and formative assessment knowledge. A pair of researchers then observed two to four lessons for each teacher to examine the ways teachers used the ELFA assessments and Teacher Probes. Pre and post-interviews were conducted before and after each lesson observation. Teachers then completed a survey to evaluate the ELFA system for their ELs. The webinar transcripts, survey results, observation notes and interview transcripts were analyzed based on a coding scheme.

Findings indicate the importance of a system to facilitate the use of assessment for formative purposes. They also indicate that, along with promise found in the ELFA usability data, there was much teacher learning that happened with regard to EL reading comprehension and the use of assessments for formative purposes. ELFA appeared a form of professional development in itself.

This work contributes to the literature on the development and use of assessment for formative purposes specific to the needs of middle school ELs and EL teachers. In this presentation, we will present detailed findings and implications for research and practice.

Authors

• Jane R. Shore, ETS

• Mikyung Kim Wolf, ETS