The Impact of Discourse Features of Science Test Items on ELL Performance / Rachel Kachchaf, Tracy Noble and Ann Rosebery.
Most research on linguistic features of test items negatively impacting English language learners' (ELLs') performance has focused on lexical and syntactic features, rather than discourse features that operate at the level of the whole item. This mixed-methods study identified two discours...
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| Language: | English |
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| 100 | 1 | |a Kachchaf, Rachel. | |
| 245 | 1 | 4 | |a The Impact of Discourse Features of Science Test Items on ELL Performance / |c Rachel Kachchaf, Tracy Noble and Ann Rosebery. |
| 264 | 1 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2014. | |
| 300 | |a 1 online resource (14 pages) | ||
| 336 | |a text |b txt |2 rdacontent. | ||
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| 500 | |a Sponsoring Agency: Institute of Education Sciences (ED). |5 ericd. | ||
| 500 | |a Contract Number: R305A110122. |5 ericd. | ||
| 500 | |a Abstractor: As Provided. |5 ericd. | ||
| 500 | |a Educational level discussed: Grade 5. | ||
| 500 | |a Educational level discussed: Intermediate Grades. | ||
| 500 | |a Educational level discussed: Middle Schools. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 516 | |a Text (Speeches/Meeting Papers) | ||
| 516 | |a Text (Reports, Research) | ||
| 520 | |a Most research on linguistic features of test items negatively impacting English language learners' (ELLs') performance has focused on lexical and syntactic features, rather than discourse features that operate at the level of the whole item. This mixed-methods study identified two discourse features in 162 multiple-choice items on a standardized science assessment. After analyzing the frequency of features, we correlated the presence of these features with values of Differential Item Functioning (DIF) favoring non-ELLs over ELLs. Next, we analyzed 52 interviews with ELLs to examine the interactions between students and items with and without these features. Our results indicate that these two discourse features negatively impacted ELLs' item performance and item comprehension, indicating they should be avoided when developing test items. | ||
| 524 | |a Grantee Submission, Paper presented at the Annual Meeting of the American Educational Research Association (AERA) (Philadelphia, PA, Apr 2014). |2 ericd. | ||
| 650 | 0 | 7 | |a English Language Learners. |2 ericd. |
| 650 | 0 | 7 | |a Science Tests. |2 ericd. |
| 650 | 0 | 7 | |a Test Items. |2 ericd. |
| 650 | 0 | 7 | |a Discourse Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Mixed Methods Research. |2 ericd. |
| 650 | 0 | 7 | |a Multiple Choice Tests. |2 ericd. |
| 650 | 0 | 7 | |a Standardized Tests. |2 ericd. |
| 650 | 0 | 7 | |a Correlation. |2 ericd. |
| 650 | 0 | 7 | |a Test Bias. |2 ericd. |
| 650 | 0 | 7 | |a Item Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation Methods. |2 ericd. |
| 650 | 0 | 7 | |a Coding. |2 ericd. |
| 650 | 0 | 7 | |a Grade 5. |2 ericd. |
| 700 | 1 | |a Noble, Tracy, |e author. | |
| 700 | 1 | |a Rosebery, Ann, |e author. | |
| 700 | 1 | |a Wang, Yang, |e author. | |
| 700 | 1 | |a Warren, Beth, |e author. | |
| 700 | 1 | |a O'Connor, Mary Catherine, |e author. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED563452.pdf |z Full Text (via ERIC) |
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