The Promise of Innovative Methodologies for English Learners in Formative Assessment

• In Event: 66.022 - Formative Assessments as a Response to the Standards Reform Movement

Abstract

The empirically-based, ONPAR approach to content assessment takes full advantage of the affordances of a technology-rich environment by using interactive contexts with minimal text to present the contexts, questions, and novel response spaces. Thus, the typical role of language as a primary conveyer of meaning, along with secondary visual and formatting supports as relevant is altered in this methodology. Instead, sophisticated multi-semiotic representations such as animated sequences, frequent interactive opportunities, audio in English, L1, and other sound, an evidentiary performance focus, and fresh onscreen multi-modal assists serve this function along with some written text. In the ONPAR approach language in English and L1 is always used for precision and frequently used in conjunction with other media. This innovative method allows students, including English learners with lower English proficiency, to demonstrate their content knowledge and skills, especially in challenging content that typically remains language intensive even when plain language techniques are used. Overall, a series of three experimental studies and 156 cognitive labs found that the ONPAR approach seems to be effective in summative settings. The elementary and middle school mathematics and science results indicated the methods work for all students and especially English learners with lower English proficiency and selected students with disabilities who often cannot demonstrate more complex understanding using typical formats (Kopriva, Gabel & Cameron, 2009; Wright & Kopriva, 2009; Kopriva, Carr, Gabel & Cameron, 2011; Wright, Staehr-Fenner, & Moxley, 2012).

This poster provides an overview of the ONPAR project which has developed computerized classroom assessments in mathematics and science that are designed to be accessible to all students and provide immediate feedback to help guide the teaching and learning process. ONPAR assessments replace typically linguistically complex test items with a variety of multisemiotic resources (e.g., visuals, action, sound, and language) (Kress, Jewitt, Ogborn & Tsatsarelis, 2001; Kress & van Leeuwen, 2001). The goal of using different modalities is to minimize the challenges that language may pose and to provide alternative means to “access meaning, solve problems, and demonstrate solutions without lessening the rigor of the item or changing the construct being measured” (Carr & Kopriva, 2007; p. 8).

The ONPAR middle school mathematics and science project, currently underway, has developed assessments aligned to college and career readiness standards that will be field tested during the 2016-2017 school year with up to 5,000 students. Teachers are to implement the assessments as part of regular instructional time and student responses are automatically scored to provide immediate feedback to students and teachers. Score reports help teachers monitor and direct ongoing learning in the classroom. Alongside the assessment tasks, a range of materials have been developed to help teachers address some of the most pressing learning needs of their students. The poster presents an overview of the assessment methodology as well as the teacher materials intended to support teachers’ interpretation of results and ongoing teaching.

Authors

• Rebecca Kopriva, University of Wisconsin - Madison

• Laura J. Wright, University of Wisconsin - Madison

• Drew Curtis, Wisconsin Center for Education Research

• Therese Gl Carr, Wisconsin Center for Education Research