Alexis A Lopez
Datos Biográficos
| ID | 3845014 |
|---|---|
| NOMBRE | Alexis A Lopez |
| NOMBRES | Alexis A |
| APELLIDO | Lopez |
| FIRMA | LÓPEZ A A |
| AFILIACIONES | Educational Testing Service |
| ORCID | 0000-0002-4616-1091 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 2 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
Insights from think-alouds on how multilingual learners engage in translanguaging in a multilingual science assessment
This study aims to explore how multilingual learners utilize their linguistic and semiotic resources to engage in and complete a digital multilingual science assessment. A bilingual science task, accompanied by bilingual accommodations, was designed to allow students to use all their language and semiotic resources to demonstrate their understanding of the different states of matter. I employed a think-aloud method, incorporating both concurrent …
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Foreign Language Teachers’ Perceptions of the Use of a Generative AI Application in Designing Reading Classroom Assessments
Artificial intelligence (AI) has become an essential part of language assessment. AI tools are used for automated item generation, scoring, and feedback, improving the development, administration, and interpretation of large-scale language assessments. This study examines the use of an AI tool, ChatGPT, in classroom assessment and proposes a way for teachers to use the tool to simplify the language complexity of written texts (i.e., reading passa…
Virtual Characters Help K–12 Students Learn and Improve Motivation
Pedagogical agents, conversational agents, motivational agents, and other virtual characters have long been used in educational technologies. We built and analyzed the most comprehensive dataset to date of studies examining how virtual characters influence K–12 students’ learning and learning-related outcomes using three-level meta-analytic procedures. The results from five three-level meta-analyses indicate that virtual characters helped K–12 st…
Equity for multilingual learners
Pedagogical agent design for K-12 education
Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers
In U.S. K-12 schools, adequate education of English language learner (EL) students, particularly to support their attainment of English language and literacy skills, has attracted heightened attention. The increased academic rigor as well as sophisticated disciplinary language demands embodied in current academic content standards have posed considerable challenges to EL students. To address students' needs, the present study utilized formative a…
Examining How Spanish-Speaking English Language Learners Use Their Linguistic Resources and Language Modes in a Dual Language Mathematics Assessment Task
In this study, I examined how 34 Spanish-speaking English language learners (ELLs) used their linguistic resources (English and Spanish) and language modes (oral and written language) to demonstrate their knowledge of proportional reasoning in a dual language mathematics assessment task. The assessment allows students to see the item in both English and Spanish, to listen to someone read aloud the item in English or Spanish, to provide oral or wr…
Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students
The study reported in this article investigated the design and implementation of a flexible bilingual mathematics assessment that allows for translanguaging whenever needed, to help the mathematics knowledge of emergent bilingual students emerge. The assessment included 10 mathematics items, six selected-response and four constructed-response items, which were enhanced with dual language supports such as seeing and listening to the items, writing…
Equity for multilingual learners
Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers
In U.S. K-12 schools, adequate education of English language learner (EL) students, particularly to support their attainment of English language and literacy skills, has attracted heightened attention. The increased academic rigor as well as sophisticated disciplinary language demands embodied in current academic content standards have posed considerable challenges to EL students. To address students' needs, the present study utilized formative a…
Exploring the use of translanguaging to measure the mathematics knowledge of emergent bilingual students
The study reported in this article investigated the design and implementation of a flexible bilingual mathematics assessment that allows for translanguaging whenever needed, to help the mathematics knowledge of emergent bilingual students emerge. The assessment included 10 mathematics items, six selected-response and four constructed-response items, which were enhanced with dual language supports such as seeing and listening to the items, writing…
Examining How Spanish-Speaking English Language Learners Use Their Linguistic Resources and Language Modes in a Dual Language Mathematics Assessment Task
In this study, I examined how 34 Spanish-speaking English language learners (ELLs) used their linguistic resources (English and Spanish) and language modes (oral and written language) to demonstrate their knowledge of proportional reasoning in a dual language mathematics assessment task. The assessment allows students to see the item in both English and Spanish, to listen to someone read aloud the item in English or Spanish, to provide oral or wr…
Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers
In U.S. K-12 schools, adequate education of English language learner (EL) students, particularly to support their attainment of English language and literacy skills, has attracted heightened attention. The increased academic rigor as well as sophisticated disciplinary language demands embodied in current academic content standards have posed considerable challenges to EL students. To address students' needs, the present study utilized formative a…
Pedagogical agent design for K-12 education
Insights from think-alouds on how multilingual learners engage in translanguaging in a multilingual science assessment
This study aims to explore how multilingual learners utilize their linguistic and semiotic resources to engage in and complete a digital multilingual science assessment. A bilingual science task, accompanied by bilingual accommodations, was designed to allow students to use all their language and semiotic resources to demonstrate their understanding of the different states of matter. I employed a think-aloud method, incorporating both concurrent …
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Foreign Language Teachers’ Perceptions of the Use of a Generative AI Application in Designing Reading Classroom Assessments
Artificial intelligence (AI) has become an essential part of language assessment. AI tools are used for automated item generation, scoring, and feedback, improving the development, administration, and interpretation of large-scale language assessments. This study examines the use of an AI tool, ChatGPT, in classroom assessment and proposes a way for teachers to use the tool to simplify the language complexity of written texts (i.e., reading passa…
Virtual Characters Help K–12 Students Learn and Improve Motivation
Pedagogical agents, conversational agents, motivational agents, and other virtual characters have long been used in educational technologies. We built and analyzed the most comprehensive dataset to date of studies examining how virtual characters influence K–12 students’ learning and learning-related outcomes using three-level meta-analytic procedures. The results from five three-level meta-analyses indicate that virtual characters helped K–12 st…
Equity for multilingual learners
Psychology (6 obras) · Mathematics education (5 obras) · Computer Science (4 obras) · EFL/ESL Teaching and Learning (4 obras) · Linguistics (4 obras) · Multilingual Education and Policy (4 obras) · Pedagogy (4 obras) · Second Language Learning and Teaching (4 obras) · Perception (3 obras) · Translanguaging (3 obras)