Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers

Validity Evidence for Formative Use

Datos Bibliográficos

ID5901475
AutoresMikyung Kim Wolf (0000-0002-0622-7754, Educational Testing Service, autor de correspondencia), Alexis A Lopez (0000-0002-4616-1091, Educational Testing Service)
Año2022
Volumen7
Número2
Páginas71
Fecha de publicación2022-03-22
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaLanguages (JOURNAL)
Identificadores de la revistaISSN: 2226-471X • E-ISSN: 2226-471X
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/languages7020071
OpenAlexW4293104820
IdiomaEN
Citas recibidas1
Referencias citadas27

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 assessment as a means to support the teaching and learning of academic reading skills for EL students. We also endeavored to test our underlying assumption that sound assessment tools would facilitate effective formative assessment processes. In this study, we devised a technology-based assessment tool considering the increasing use of technology in K-12 schools. As a small-scale, exploratory study, we examined the usability and validity of the tool for formative purposes with three ESL teachers and their students (62 EL students) from secondary schools. The results indicated that the tool had the potential to extend teachers' and students' formative assessment practices in principled ways. However, we also found some teachers' misconceptions about the tool's purpose and their limited implementation skills to utilize the tool for formative assessment purposes. Implications for practice and further research are discussed

Discipline · Formative assessment · Mathematics education · Pedagogy · Reading (process · Sociology · Usability · Collaborative Teaching and Inclusion · Computer Science · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies