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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
Language: English
Authors: Colleen Fitzpatrick (ORCID 0000-0002-0625-7144), Stephanie van Hover, Vonna Hemmler, Ariel Cornett
Source: Theory and Research in Social Education. 2024 52(4):497-531.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 35
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: High Schools
Secondary Education
Grade 11
Descriptors: High School Students, High School Teachers, United States History, Local History, Grade 11, Multilingualism, English (Second Language), Performance Based Assessment, Multiple Choice Tests, Testing Problems, Test Validity, Vocabulary Development, Scaffolding (Teaching Technique), Teacher Effectiveness
Geographic Terms: Virginia
DOI: 10.1080/00933104.2024.2335236
ISSN: 0093-3104
2163-1654
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student learning, as measured by the summative assessment, differed greatly, and it was unclear if students learned the historical content.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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451574
Database: ERIC
FullText Text:
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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: English
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  Data: <searchLink fieldCode="AR" term="%22Colleen+Fitzpatrick%22">Colleen Fitzpatrick</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0625-7144">0000-0002-0625-7144</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+van+Hover%22">Stephanie van Hover</searchLink><br /><searchLink fieldCode="AR" term="%22Vonna+Hemmler%22">Vonna Hemmler</searchLink><br /><searchLink fieldCode="AR" term="%22Ariel+Cornett%22">Ariel Cornett</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Theory+and+Research+in+Social+Education%22"><i>Theory and Research in Social Education</i></searchLink>. 2024 52(4):497-531.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 35
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+11%22">Grade 11</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22United+States+History%22">United States History</searchLink><br /><searchLink fieldCode="DE" term="%22Local+History%22">Local History</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+11%22">Grade 11</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Choice+Tests%22">Multiple Choice Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Problems%22">Testing Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
– Name: DOI
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  Data: 10.1080/00933104.2024.2335236
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  Data: 0093-3104<br />2163-1654
– Name: Abstract
  Label: Abstract
  Group: Ab
  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.
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  Data: 2024
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  Label: Accession Number
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  Data: EJ1451574
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        Value: 10.1080/00933104.2024.2335236
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
        StartPage: 497
    Subjects:
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: United States History
        Type: general
      – SubjectFull: Local History
        Type: general
      – SubjectFull: Grade 11
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      – SubjectFull: Multilingualism
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      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Multiple Choice Tests
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      – SubjectFull: Testing Problems
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      – SubjectFull: Test Validity
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      – SubjectFull: Vocabulary Development
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      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Virginia
        Type: general
    Titles:
      – TitleFull: How Do We Know What They Know? A Case Study of Classroom-Based Assessment with Multilingual Learners
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            NameFull: Vonna Hemmler
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              Y: 2024
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