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How do we know what they know? A case study of classroom-based assessment with multilingual learners.

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Title: How do we know what they know? A case study of classroom-based assessment with multilingual learners.
Authors: Fitzpatrick, Colleen1 (AUTHOR) colleen.fitzpatrick@utoledo.edu, van Hover, Stephanie2 (AUTHOR), Hemmler, Vonna3 (AUTHOR), Cornett, Ariel4 (AUTHOR)
Source: Theory & Research in Social Education. Oct-Dec2024, Vol. 52 Issue 4, p497-531. 35p.
Subject Terms: *History education, *Summative tests, *Qualitative research, *Formative evaluation, United States history
Abstract: We employed qualitative research methods to examine student learning in context during a teacher's unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standards-based setting with a high-stakes end-of-course test. We focused on four focal students (all of whom were classified as English learners at some point during their education) and collected extensive data to investigate whether these students learned and how they experienced and described their learning from regular classroom instruction. Despite receiving the same instruction, student learning, as measured by the summative assessment, differed greatly, and it was unclear if students learned the historical content. Teaching to the test (e.g., lecture-focused, didactic, narrow fact-focused instruction) did not yield improved results on the multiple-choice test. These findings problematize the use of multiple-choice testing, emphasize the need for explicit academic vocabulary scaffolds for multilingual learners, and highlight the importance of formative assessment. We argue that the conception of teacher as curricular-instructional gate-keeper needs to be expanded to curricular-instructional-assessment gate-keeper. [ABSTRACT FROM AUTHOR]
Copyright of Theory & Research in Social Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: How do we know what they know? A case study of classroom-based assessment with multilingual learners.
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  Data: <searchLink fieldCode="AR" term="%22Fitzpatrick%2C+Colleen%22">Fitzpatrick, Colleen</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> colleen.fitzpatrick@utoledo.edu</i><br /><searchLink fieldCode="AR" term="%22van+Hover%2C+Stephanie%22">van Hover, Stephanie</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hemmler%2C+Vonna%22">Hemmler, Vonna</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cornett%2C+Ariel%22">Cornett, Ariel</searchLink><relatesTo>4</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Theory+%26+Research+in+Social+Education%22">Theory & Research in Social Education</searchLink>. Oct-Dec2024, Vol. 52 Issue 4, p497-531. 35p.
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  Data: *<searchLink fieldCode="DE" term="%22History+education%22">History education</searchLink><br />*<searchLink fieldCode="DE" term="%22Summative+tests%22">Summative tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22United+States+history%22">United States history</searchLink>
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  Data: We employed qualitative research methods to examine student learning in context during a teacher's unit on 1920s-Great Depression in an 11th grade United States & Virginia History class in a standards-based setting with a high-stakes end-of-course test. We focused on four focal students (all of whom were classified as English learners at some point during their education) and collected extensive data to investigate whether these students learned and how they experienced and described their learning from regular classroom instruction. Despite receiving the same instruction, student learning, as measured by the summative assessment, differed greatly, and it was unclear if students learned the historical content. Teaching to the test (e.g., lecture-focused, didactic, narrow fact-focused instruction) did not yield improved results on the multiple-choice test. These findings problematize the use of multiple-choice testing, emphasize the need for explicit academic vocabulary scaffolds for multilingual learners, and highlight the importance of formative assessment. We argue that the conception of teacher as curricular-instructional gate-keeper needs to be expanded to curricular-instructional-assessment gate-keeper. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Theory & Research in Social Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181133756
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        Value: 10.1080/00933104.2024.2335236
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        Text: English
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      – SubjectFull: Qualitative research
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      – SubjectFull: Formative evaluation
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              Text: Oct-Dec2024
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