California Educational Research Association. Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners

• In Event: The Consortium of State and Regional Educational Research Associations: Distinguished Paper Session 4

Abstract

This study investigated the challenges and opportunities in developing a computer-delivered English language arts (ELA) task intended to improve the task accessibility for middle school English Learners (ELs). A multi-phase research study design was implemented to collect evidence to support the task revisions. A literature review, in addition to cognitive labs with eight ELs with varying language proficiency levels, provided rich insight to student–task interaction. This information was synthesized and revisions implemented to support integration of the task as a part of students’ formative assessment process. We will share the results from our research and discuss our iterative approach to improving ELA task accessibility for ELs’ formative assessment process.

Authors

• Danielle Guzman-Orth, Educational Testing Service

• Yi Song, Educational Testing Service

• Jesse R. Sparks, Educational Testing Service