Bi/Multilingual Learners’ Use of Science Simulation Assessments

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Assessing Bi/Multilingual Learners in Mathematics and Science (Table 25)

Abstract

Ensuring fair, yet equitable, assessments for all K-12 students, especially those with cultural and linguistic diversity, is a standard that should guide the development of science assessments. The science-as-practice orientation potentially creates opportunities for valuing all student knowledge and experiences, including multilingual learners (MLL), but only when it is implemented without a strict overemphasis on formal language production, especially in assessment. To improve the content validity of science assessment items for MLL, 56 participants (27 MLL and 29 non-MLL) were administered two different item response formats that allowed them different ways to showcase their knowledge and skills. The results of this study may inform educators the potential of using CSSL assessments as a response format during science assessments.

Authors

• Man-Wai Chu, University of Calgary

• Marie-Claire Shanahan, University of Calgary

• David H. Giers, Mount Royal University

• Benjamin D. S. Giers, University of Calgary