ELL

The Use of Pictorial Supports as an Accommodation for Increasing Access to Test Items for Students with Limited Proficiency in the Language of Testing

Presenter(s): 
Solano-Flores, Guillermo
Year: 
2010
Month: 
July
Discipline / Topic: 

This paper reports on an NSF-funded project that examines vignette illustrations (VIs) as a form of testing accommodation for English language learners (ELLs)—students who are developing English as a second language yet they are tested in English, in major assessment programs in the U.S. VIs are pictorial supports intended to make the content

Presentation Type: 

The Use of Illustrations in Large-Scale Science Assessment: A Comparative Study

Presenter(s): 
Wang, Chao
Solano-Flores, Guillermo
Year: 
2011
Month: 
April
Discipline / Topic: 

In this paper, we report on a study that compares state, national, and international assessment programs as to the characteristics and functions of the illustrations used in their science test items. We used our conceptual framework for examining the characteristics of illustrations in science items (Solano-Flores & Wang, 2009, 2011) to code the illustrations of samples of items.

Presentation Type: 

Development of Illustrations as Image Supports for English Language Learners in Large-Scale Testing: A Report on the Procedure for Designing Vignette Illustrations

Presenter(s): 
Solano-Flores, Guillermo
Year: 
2011
Month: 
April
Discipline / Topic: 

This paper presents a framework and a procedure for developing vignette illustrations as a form of testing accommodation for English language learners (ELLs). Vignette illustrations are defined as illustrations added to test items originally created without illustrations, with the intent to provide a visual support for ELLs that increases their chances of accessing the content of those test items.

Presentation Type: 

Examining Problem Solving Strategies on Multiple-choice Science Items Among English Language Learners Through Cognitive Interviews

Presenter(s): 
Prosser, Rachel
Solano-Flores, Guillermo
Year: 
2011
Month: 
April
Discipline / Topic: 

This paper introduces a coding system used to compare the ways English language learners (ELLs) and mainstream students make sense of multiple-choice science items administered in English. Thirty-nine native Spanish-speaking ELLs and thirty-nine monolingual, mainstream students participated in cognitive interviews in which they were asked to report their thinking during and after responding to science items. The coding system was developed based on the analysis of the transcriptions invoking theories of bilingualism, sociolinguistics, and reading comprehension.

Presentation Type: 

STEM ELL Publication List

Email contact: 
Organization: 
Education Development Center, Inc. (EDC)
Year: 
2011
Month: 
July

This list of ELL resources is a working document prepared by CADRE for the ELL Working Group. New resources will be added as they are identified. This list includes the citation and the article abstract. Please do not circulate or quote this list of resources. Sources are organized alphabetically by STEM Content area (Science, Technology, Engineering, and Math), and by the general education topic explored in the paper (assessment, curriculum, instruction, language, professional development, system/policy, technology, and writing).

Resource Format: 
Discipline / Topic: 

Math and Science Education with English Language Learners: Contributions of the DR K-12 Program

Author(s): 
Martinez, Alina
Rhodes, Hilary
Copson, Elizabeth
Tiano, Megan
DellaRocco, Nicole
Donoghue, Nathaniel
Contact Info: 
Publication Type: 
Other
Year: 
2011
Month: 
January
In press?: 
In Press

To investigate the contribution of the DR K‐12 portfolio to the knowledge base on math and sciencelearning among ELLs, CADRE designed a study to explore the ELL work that is being conducted in theDR K‐12 projects. This paper summarizes the work of this study. It begins with a description of themethodology employed, followed by a presentation of the findings, and finally a discussion of theconclusions drawn from this work.

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