Exploring Different Types of Assessment Items to Elicit Linguistically Diverse Students' Understanding of Chemistry

• In Event: 32.030 - Supporting Science Learning for English Language Learner and Linguistically Diverse Students

Abstract

Given the significant increase of English Language Learners (ELLs) in public schools, this study explores how to develop assessment items that can more accurately elicit both ELLs’ and their non-ELL peers’ understanding of energy and matter in chemistry by comparing three item types: Explanation, Claim-Evidence-Reasoning (CER), and Modeling. The results show that the Explanation and CER items elicited significantly more correct ideas for non-ELLs, compared to ELLs. Yet the Modeling items were more effective in capturing a range of both normative and non-normative ideas for ELLs. The results of this study suggest the importance of considering the format of assessment items for linguistically diverse students.

Authors

• Emily Toutkoushian, University of North Carolina - Chapel Hill

• Amanda Swearingen, University of North Carolina - Chapel Hill

• Kihyun "Kelly" Ryoo, University of North Carolina - Chapel Hill

• Kristin Bedell, University of North Carolina - Chapel Hill