Literaturnachweis - Detailanzeige
| Autor/inn/en | Wolf, Mikyung Kim; Guzman-Orth, Danielle; Lopez, Alexis; Castellano, Katherine; Himelfarb, Igor; Tsutagawa, Fred S. |
|---|---|
| Titel | Integrating Scaffolding Strategies into Technology-Enhanced Assessments of English Learners: Task Types and Measurement Models |
| Quelle | In: Educational Assessment, 21 (2016) 3, S.157-175 (19 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1062-7197 |
| DOI | 10.1080/10627197.2016.1202107 |
| Schlagwörter | English Language Learners; Scaffolding (Teaching Technique); Language Tests; Language Proficiency; Computer Assisted Testing; Improvement; Measurement; Models; Accuracy; Psychometrics; Scoring; Test Items; Prompting; Story Telling; Item Response Theory |
| Abstract | This article investigates ways to improve the assessment of English learner students' English language proficiency given the current movement of creating next-generation English language proficiency assessments in the Common Core era. In particular, this article discusses the integration of scaffolding strategies, which are prevalently utilized as an instructional strategy for English learner students, into the design of technology-enhanced assessment tasks. The article includes sample tasks and student responses to illustrate the design of scaffolding assessment tasks and their potential to increase the accuracy of measuring students' English language proficiency. We also explore possible scoring and psychometric models for the scaffolding tasks in large-scale standardized assessments. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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