Designing Accessible Formative Assessment Tasks to Measure Argumentation Skills for English Learners

In this study, we investigated the challenges and opportunities in developing a computer‐delivered English language arts (ELA) task intended to improve the accessibility of the task for middle school English learners (ELs). Data from cognitive labs with 8 ELs with varying language proficiency levels...

Full description

Saved in:
Bibliographic Details
Published in:ETS research report series 2019-12, Vol.2019 (1), p.1-15
Main Authors: Guzman‐Orth, Danielle, Song, Yi, Sparks, Jesse R.
Format: Article
Language:English
Subjects:
accessibility
argumentation
computer‐delivered tasks
English language arts
English learners
formative assessment
scenario‐based assessment
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:In this study, we investigated the challenges and opportunities in developing a computer‐delivered English language arts (ELA) task intended to improve the accessibility of the task for middle school English learners (ELs). Data from cognitive labs with 8 ELs with varying language proficiency levels provided rich insight to student–task interaction and how the accessibility of the task could be improved to enhance student understanding and to support valid integration of the task as a part of students' formative assessment process. In this paper, we share the results from our research and discuss our iterative approach to improving ELA task accessibility for ELs' formative assessment process. Report Number: ETS RR–19‐15
ISSN:2330-8516
2330-8516
DOI:10.1002/ets2.12251