| Owner: |
Cory A. Buxton
|
| Owner Email: |
buxtonc@oregonstate.edu
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| Paper Title: |
Analyzing Bilingual Science Assessments for Improved Understanding of Science and Language Connections
|
| Session Title: |
Identity, Language, and Knowledge in Science Learning
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| Paper Type: |
Paper
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| Presentation Date: |
4/17/2020
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| Presentation Location: |
Online
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| Descriptors: |
Assessment, Bilingual/Bicultural, Professional Development
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| Methodology: |
Qualitative
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| 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
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| Unit: |
Division C - Learning and Instruction
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| 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.
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| DOI: |
https://doi.org/10.3102/1566631
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