Investigating the Benefits of Scaffolding in Assessments of Young English Learners: A Case for Scaffolded Retell Tasks

Autor/inn/en	Choi, Ikkyu; Wolf, Mikyung Kim; Pooler, Emilie; Sova, Lorraine; Faulkner-Bond, Molly
Titel	Investigating the Benefits of Scaffolding in Assessments of Young English Learners: A Case for Scaffolded Retell Tasks
Quelle	In: Language Assessment Quarterly, 16 (2019) 2, S.161-179 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Faulkner-Bond, Molly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2019.1619180
Schlagwörter	Scaffolding (Teaching Technique); English Language Learners; Elementary School Students; Item Response Theory; Oral Language; Language Proficiency; Standardized Tests; Children; Story Telling; Psychometrics; Instructional Effectiveness; English (Second Language); Spanish Speaking; Maryland + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Language skills; Sprachkompetenz; Standadised tests; Standardisierter Test; Child; Kind; Kinder; Psychometry; Psychometrie; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Scaffolding, an instructional strategy for providing support until learners can perform a task on their own, holds a potential to improve assessments for test takers who need support to demonstrate their abilities, such as English learners (ELs). In this study, we evaluated the benefits of including scaffolded tasks in standardized speaking assessments for young ELs. Our focus was on scaffolded retell tasks that require test takers to retell a given story with procedural scaffolds. We collected responses from 233 third grade ELs to two scaffolded retell tasks, and investigated the relationship between the pre- and post-scaffolding retell performances to learn the impact of the scaffolding on the post-scaffolding performance. We also examined the psychometric added-value of the scaffolding steps and post-scaffolding responses through an application of item response theory (IRT) measurement models. The findings showed that, conditional on the pre-scaffolding performance, the EL test takers' performance on the scaffolding steps were positively associated with their post-scaffolding retell performance. Moreover, the responses to the scaffolding steps and the post-scaffolding retell provided additional information about test takers' oral English proficiency. These findings provide empirical support for the benefits of using scaffolding for EL assessments in a standardized setting. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01