Multidimensional Assessment Performance Analysis
A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts
Bibliographic Data
| ID | 22044934 |
|---|---|
| Authors | Lourdes Cardozo‐Gaibisso (0000-0003-4196-7376, Mississippi State University, corresponding author), Lourdes Cardozo-Gaibisso (Mississippi State University), Georgia W Hodges (0000-0002-2288-9002, University of Georgia), Constanza Mardones-Segovia (0000-0001-8204-4426, University of Georgia), Allan S Cohen (0000-0002-8776-9378, University of Georgia) |
| Year | 2024 |
| Volume | 14 |
| Issue | 10 |
| Pages | 1068 |
| Publication date | 2024-09-29 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14101068 |
| OpenAlex | W4402994141 |
| Language | EN |
| References cited | 24 |
Evaluating science learning through written assessments for Multilingual Learners (MLs) can offer a critical source of information for educators aiming to adopt culturally and linguistically sustaining practices. However, without careful planning and design, written assessments for MLs can yield unreliable data. This conceptual article addresses this challenge by first examining the complexities of the written language of science and its impact on student learning. It then explores current literature and presents the Multidimensional Assessment Performance Analysis (MAPA) framework, a multimodal model for analyzing writing answers in multilingual educational contexts. MAPA integrates Systemic Functional Linguistics (SFL) to evaluate language use and Topic Models to allocate students based on their cognitive reasoning and thinking patterns. The article concludes with recommendations for classroom teachers and researchers to enhance assessment practices in science education for MLs
Mathematics education · Political science · Computer Science · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Psychology · Student Assessment and Feedback
The Language of Schooling
The Language Demands of Science Reading in Middle School
Classroom assessment and pedagogy
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
Not a First Language but One Repertoire
On matter and meaning
Lexical Knowledge in L1 and L2 of Third and Fifth Graders
Equity‐centered science education
A framework for science classroom assessment task design for emergent bilingual learners
‘Finally studying for myself’ – examining student agency in summative and formative self-assessment models
Culturally Sustaining Pedagogy
Text as Data
Integrating Science And English Proficiency For English Language Learners
| Citation velocity | historical |
|---|---|
| Highly cited | No |