Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use
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 cu...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-03-01
|
| Series: | Languages |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2226-471X/7/2/71 |
| _version_ | 1797485285914705920 |
|---|---|
| author | Mikyung Kim Wolf Alexis A. Lopez |
| author_facet | Mikyung Kim Wolf Alexis A. Lopez |
| author_sort | Mikyung Kim Wolf |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-09T23:17:35Z |
| format | Article |
| id | doaj.art-6a7dc03992ff4effa346e75779e674a5 |
| institution | Directory Open Access Journal |
| issn | 2226-471X |
| language | English |
| last_indexed | 2024-03-09T23:17:35Z |
| publishDate | 2022-03-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Languages |
| spelling | doaj.art-6a7dc03992ff4effa346e75779e674a52023-11-23T17:33:27ZengMDPI AGLanguages2226-471X2022-03-01727110.3390/languages7020071Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative UseMikyung Kim Wolf0Alexis A. Lopez1Educational Testing Service (ETS), Princeton, NJ 08541, USAEducational Testing Service (ETS), Princeton, NJ 08541, USAIn 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.https://www.mdpi.com/2226-471X/7/2/71academic reading skillsclassroom assessmentEnglish language learnersformative assessmenttechnology-based language assessmentvalidity |
| spellingShingle | Mikyung Kim Wolf Alexis A. Lopez Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use Languages academic reading skills classroom assessment English language learners formative assessment technology-based language assessment validity |
| title | Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use |
| title_full | Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use |
| title_fullStr | Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use |
| title_full_unstemmed | Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use |
| title_short | Developing a Technology-Based Classroom Assessment of Academic Reading Skills for English Language Learners and Teachers: Validity Evidence for Formative Use |
| title_sort | developing a technology based classroom assessment of academic reading skills for english language learners and teachers validity evidence for formative use |
| topic | academic reading skills classroom assessment English language learners formative assessment technology-based language assessment validity |
| url | https://www.mdpi.com/2226-471X/7/2/71 |
| work_keys_str_mv | AT mikyungkimwolf developingatechnologybasedclassroomassessmentofacademicreadingskillsforenglishlanguagelearnersandteachersvalidityevidenceforformativeuse AT alexisalopez developingatechnologybasedclassroomassessmentofacademicreadingskillsforenglishlanguagelearnersandteachersvalidityevidenceforformativeuse |