AERA Online Paper Repository Viewer

Continuing Paper Access to AERA Annual Meetings
and other Conventions

  
InformationContents
Owner: Cory A. Buxton
Owner Email: buxtonc@oregonstate.edu
Paper Title: Analyzing Bilingual Science Assessments for Improved Understanding of Science and Language Connections
Session Title: Identity, Language, and Knowledge in Science Learning
Paper Type: Paper
Presentation Date: 4/17/2020
Presentation Location: Online
Descriptors: Assessment, Bilingual/Bicultural, Professional Development
Methodology: Qualitative
Author(s): Cory A. Buxton, Oregon State University; Ruth Harman, University of Georgia - Athens; Lourdes Cardozo-Gaibisso, Universidad ORT Uruguay; Lei Jiang, University of Georgia; Khanh Bui, The University of Georgia; Martha A. Allexsaht-Snider, University of Georgia
Unit: Division C - Learning and Instruction
Abstract: We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed assessments. We used discourse analysis to explore how three different groups grappled with the relationship between science and language in this context: (1) researchers’ emergent understandings of how to create improved resources for teachers to better integrate science and language; (2) students’ emergent understandings as expressed in their assessment responses; and (3) teachers’ emergent understandings of how to integrate science and language in their instruction as expressed in interviews in the teacher writing workshops.
DOI: https://doi.org/10.3102/1566631