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Multimodal Assessment of English Lea...

Grapin, Scott E.

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Multimodal Assessment of English Learners in Science: Expanding What "Counts" as Evidence of Content Learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Multimodal Assessment of English Learners in Science: Expanding What "Counts" as Evidence of Content Learning./
Author:	Grapin, Scott E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	246 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
Subject:	English as a second language--ESL. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27834657
ISBN:	9798645472313

Multimodal Assessment of English Learners in Science: Expanding What "Counts" as Evidence of Content Learning.
Grapin, Scott E.

Multimodal Assessment of English Learners in Science: Expanding What "Counts" as Evidence of Content Learning. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 246 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ph.D.)--New York University, 2020.

This item must not be sold to any third party vendors.

Traditionally, content assessments have been carried out through written language. However, the latest standards in U.S. K-12 education expect all students, including English learners (ELs), to demonstrate their content learning using multiple modalities. The purpose of this study was to investigate the extent to which multimodal assessments provide information about students' content learning that traditional written language assessments do not and whether this is particularly the case for ELs. Specifically, the quantitative analysis compared performance in visual versus written modalities on four science modeling tasks for 393 fifth-grade students at varying levels of English proficiency. The qualitative analysis investigated whether a subsample of 35 students' responses to the same tasks in the oral modality provided additional information about their science understanding beyond visual and written modalities.The quantitative findings revealed that approximately half of students performed differently in visual versus written modalities on each task. Contrary to what was hypothesized, differences in performance between the modalities did not consistently favor the visual for current ELs, likely due to challenges related to visual representation in science. Nonetheless, in tasks that were less representationally demanding, all students benefited from responding visually, and there was descriptive evidence that this was particularly the case with current ELs. The qualitative findings revealed that interpretations based on students' visual and written responses were limited unless triangulated with their oral responses. In particular, current and former ELs leveraged the affordances of the oral modality by using gesture in combination with everyday language to communicate accurate science ideas. The dynamic nature of interaction in the oral modality also allowed these students to demonstrate their science understanding in ways not reflected in their independent performance.Collectively, these findings indicate the potential of multimodal assessment for providing more complete and accurate information about what all students, and ELs in particular, know and can do in content areas such as science. By expanding what "counts" as evidence of content learning beyond traditionally privileged forms of expression, multimodal assessment could help refute deficit views of ELs in the content areas and highlight the expansive meaning-making resources these students bring to content classrooms.

ISBN: 9798645472313Subjects--Topical Terms:

3423990
English as a second language--ESL.
Subjects--Index Terms:

Assessment

Multimodal Assessment of English Learners in Science: Expanding What "Counts" as Evidence of Content Learning.
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520 $a Traditionally, content assessments have been carried out through written language. However, the latest standards in U.S. K-12 education expect all students, including English learners (ELs), to demonstrate their content learning using multiple modalities. The purpose of this study was to investigate the extent to which multimodal assessments provide information about students' content learning that traditional written language assessments do not and whether this is particularly the case for ELs. Specifically, the quantitative analysis compared performance in visual versus written modalities on four science modeling tasks for 393 fifth-grade students at varying levels of English proficiency. The qualitative analysis investigated whether a subsample of 35 students' responses to the same tasks in the oral modality provided additional information about their science understanding beyond visual and written modalities.The quantitative findings revealed that approximately half of students performed differently in visual versus written modalities on each task. Contrary to what was hypothesized, differences in performance between the modalities did not consistently favor the visual for current ELs, likely due to challenges related to visual representation in science. Nonetheless, in tasks that were less representationally demanding, all students benefited from responding visually, and there was descriptive evidence that this was particularly the case with current ELs. The qualitative findings revealed that interpretations based on students' visual and written responses were limited unless triangulated with their oral responses. In particular, current and former ELs leveraged the affordances of the oral modality by using gesture in combination with everyday language to communicate accurate science ideas. The dynamic nature of interaction in the oral modality also allowed these students to demonstrate their science understanding in ways not reflected in their independent performance.Collectively, these findings indicate the potential of multimodal assessment for providing more complete and accurate information about what all students, and ELs in particular, know and can do in content areas such as science. By expanding what "counts" as evidence of content learning beyond traditionally privileged forms of expression, multimodal assessment could help refute deficit views of ELs in the content areas and highlight the expansive meaning-making resources these students bring to content classrooms.
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