Constructing Explanations in Science: Informal Formative Assessment Practices Among Science Teachers of English Learners

2019 ◽  
Vol 49 (4) ◽  
pp. 1055-1067
Author(s):  
Diego Román ◽  
Karla del Rosal ◽  
Deni Basaraba
Keyword(s):  
Formative Assessment ◽  
Science Teachers ◽  
English Learners ◽  
Assessment Practices ◽  
Teachers Of English Learners

School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

2020 ◽  
pp. 1-12
Author(s):  
Virginia L. Dubasik ◽  
Dubravka Svetina Valdivia
Keyword(s):  
Professional Practice ◽  
Practice Guidelines ◽  
Case History ◽  
English Learners ◽  
Online Survey ◽  
Dynamic Assessment ◽  
Federal Legislation ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

Methods and Strategies: Formative Assessment Practices to Support Students who Struggle in Science

2017 ◽  
Vol 055 (02) ◽  
Author(s):  
Audrey Martinez-Gudapakkam ◽  
Karen Mutch-Jones ◽  
Jennifer Hicks
Keyword(s):  
Formative Assessment ◽  
Assessment Practices ◽  
Support Students

scholarly journals Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice

2021 ◽  
Vol 6 ◽  
Author(s):  
Gunilla Näsström ◽  
Catarina Andersson ◽  
Carina Granberg ◽  
Torulf Palm ◽  
Björn Palmberg
Keyword(s):  
Decision Making ◽  
Formative Assessment ◽  
Classroom Practice ◽  
Teaching Practices ◽  
Learning Activities ◽  
Behavioral Engagement ◽  
Assessment Practices ◽  
Traditional Teaching ◽  
Assessment Practice ◽  
Knowledge And Skills

Motivation is a prerequisite for students’ learning, and formative assessment has been suggested as a possible way of supporting students’ motivation. However, there is a lack of empirical evidence corroborating the hypothesis of large effects from formative assessment interventions on students’ autonomous forms of motivation and motivation in terms of behavioral engagement in learning activities. In addition, formative assessment practices that do have an impact on students’ motivation may put additional requirements on teachers than more traditional teaching practices. Such requirements include decisions teachers need to make in classroom practice. The requirements on teachers’ decision-making in formative assessment practices that have a positive impact on students’ autonomous forms of motivation and behavioral engagement have not been investigated. This study describes one teacher’s formative assessment practice during a sociology course in upper secondary school, and it identifies the requirements for the teacher’s decision-making. The teacher had participated in a professional development program about formative assessment just prior to this study. This study also investigated changes in the students’ motivation when the teacher implemented the formative assessment practice. The teacher’s practice was examined through observations, weekly teacher logs, the teacher’s teaching descriptions, and an interview with the teacher. Data on changes in the students’ type of motivation and engagement were collected in the teacher’s class and in five comparison classes through a questionnaire administered in the beginning and the end of the course. The students responded to the questionnaire items by choosing the extent to which they agreed with the statements on a scale from 1–7. The teacher’s formative assessment practice focused on collecting information about the students’ knowledge and skills and then using this information to make decisions about subsequent instruction. Several types of decisions, and the knowledge and skills required to make them that exceed those required in more traditional teaching practices, were identified. The students’ in the intervention teacher’s class increased their controlled and autonomous forms of motivation as well as their engagement in learning activities more than the students in the comparison classes.

scholarly journals Impact of Formative Assessment Practices on Student Motivation for Learning the English Language

2022 ◽  
Vol 10 (1) ◽  
pp. 25-41
Author(s):  
Anita Muho ◽  
Gentjana Taraj
Keyword(s):  
High School Students ◽  
Formative Assessment ◽  
Student Motivation ◽  
English Language ◽  
Peer Assessment ◽  
Assessment Practices ◽  
School Students ◽  
Self Assessment ◽  
Motivation For Learning ◽  
The Impact

This study aimed at exploring the impact of formative assessment practices on student motivation for learning the English language. As Leahy, Lyon, Thompson, and Wiliam (2005) stated, education needs to change its function from collecting the results of right or wrong, and to encourage teachers in gathering information that will affect the educational decisions. This study is a non-experimental, correlational study, to describe the relationship between formative assessment practices and motivation for leaning. The instrument used was a questionnaire on high school students from public and private schools, who were selected randomly by stratified sampling. They belonged to three major high schools of Durres, Albania. The findings of this study showed that factors like strategic questions used by the teacher during formative assessment, student’s portfolio, self-assessment, and peer assessment affected positively the motivation for learning the English language. The results of the regression equation revealed that from four independent variables, the factor that had the greatest impact on motivation for learning were strategic questions used by the teacher during formative assessment, followed by self-assessment, peer assessment and student’s portfolio. This study identified ways of intervention to promote motivation for learning the English language. The study will contribute in the Albanian context showing how assessment practices made an impact on student motivation. It will help educational institutions and policy makers, foreign language teachers in improving the assessment practices to promote student motivation in learning the English language.

PLCs: Key PD component in learning transfer for teachers of English learners

2017 ◽  
Vol 65 ◽  
pp. 215-229 ◽  
Author(s):  
Janet Penner-Williams ◽  
Eva I. Díaz ◽  
Diana Gonzales Worthen
Keyword(s):  
English Learners ◽  
Learning Transfer ◽  
Teachers Of English Learners

Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Daniel Levin ◽  
Susan De La Paz ◽  
Yewon Lee ◽  
Esther Nadal Escola
Keyword(s):  
Middle School ◽  
Secondary Students ◽  
Science Teachers ◽  
English Learners ◽  
Scientific Practices ◽  
School Students ◽  
Struggling Learners ◽  
Cognitive Apprenticeships ◽  
Writing In Science ◽  
Support Students

Writing in science can be challenging for secondary students, particularly for those with learning disabilities, students who are English learners (EL), and students who struggle with literacy due to other cognitive, language-based, or motivational learning difficulties (i.e., at risk or struggling learners). Moreover, science teachers are generally not equipped to support students’ writing in ways that are authentic to science. Despite being described more than 30 years ago, the field lacks information on cognitive apprenticeships that focus on disciplinary literacy, especially in science. In this paper, we take up these challenges and describe two intervention programs with middle school teachers and their students, focusing on the scientific practices of explanation and argumentation. We describe efforts to support students’ written construction and critique of explanations and arguments, and suggest ways that general and special educators can support students’ engagement in scientific practices through writing.

Sign in / Sign up

Export Citation Format

Share Document