Validating Language Factors Affecting English Learners' Performance: Democratizing Research Methods

• In Event: 81.015 - Assessing Language Learning: The Cases of EFL, ESL, and World Language Teaching

Abstract

This study considers multiple-choice 8th grade science assessment items whose linguistic and cognitive complexity features are associated with performance differences between native English speakers and English learners. A validation study explores whether revisions made in the items associated with relatively lower EL performance will narrow the performance gap between EL and non-EL students. Follow-up interviews with selected students will shed light on students’ interpretation of items and elicit their insights into linguistic features that hampered or facilitated understanding of the items. Results will enhance the field's understanding of the ways and the extent to which linguistic factors can affect EL students’ performance on assessments in particular areas of science.

Authors

• Elise Trumbull, Independent Consultant

• Cari F. Herrmann-Abell, BSCS Science Learning

• Chun-Wei (Kevin) Huang, WestEd

• George E. DeBoer, American Association for the Advancement of Science

• Sharon Nelson-Barber, WestEd

• Ursula M. Sexton, San Ramon Valley Unified School District