Linguistic Complexity of Science Standardized Assessments: Implications for Assessment and Instructions for English Learners

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Putting English Language Learners First: Strategies to Bolster Literacy Acquisition (Table 26)

Abstract

Researchers have suggested that the complexity of the language used in the assessments may be one of the contributing factors to the differential performance of ELs. However, little research has systematically investigated the linguistic features of the items on standardized assessments and how these features relate to students’ performance. The present study aimed to address this gap by conducting a Differential Item Functioning analysis of assessment performance and a linguistic analysis of items on mandated science exams from a state with a significant EL population. Several linguistic features disproportionately disfavoring ELs were identified. The findings have profound practical implications and will enhance the educational experiences and outcomes of ELs by increasing instruction effectiveness and promoting equitable access to assessment.

Authors

• Haemin Kim, University of Houston

• Li-Jen Kuo, Texas A&M University

• Zohreh R. Eslami, Texas A&M University