English Learners and Constructed-Response Science Test Items Challenges and Opportunities

被引：1

作者：

Noble, Tracy ^{[1
,4
]}

Wells, Craig S. ^{[2
]}

Rosebery, Ann S. ^{[3
]}

机构：

[1] TERC, Cambridge, MA USA

[2] Univ Massachusetts Amherst, Amherst, MA USA

[3] Cheche Konnen Ctr, Cambridge, MA USA

[4] TERC, 2067 Massachusetts Ave, Cambridge, MA 02140 USA

来源：

EDUCATIONAL ASSESSMENT | 2023年 / 28卷 / 04期

关键词：

Assessment; Constructed Response; Large-scale Assessment; LARGE-SCALE SCIENCE; LANGUAGE LEARNERS; LINGUISTIC COMPLEXITY; CULTURAL VALIDITY; ASSESSMENTS; PERFORMANCE; STUDENTS; PROGRESS; DEMANDS;

D O I：

10.1080/10627197.2023.2226387

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article reports on two quantitative studies of English learners' (ELs) interactions with constructed-response items from a Grade 5 state science test. Study 1 investigated the relationships between the constructed-response item-level variables of English Reading Demand, English Writing Demand, and Background Knowledge Demand and the performance of ELs vs. non-ELs on those items. English Writing Demand was the strongest predictor of Differential Item Functioning favoring non-ELs over ELs for constructed-response items. In Study 2, we investigated the student-level variable of English language proficiency level and found that lower English language proficiency was related to greatly increased odds of omitting a response to a constructed-response item, even when controlling for science proficiency. These findings challenge the validity of scores on constructed-response test items as measures of ELs' science proficiency.

引用

页码：246 / 272

页数：27

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