Bilingualism
How
to determine whether a content assessment is valid for English language
learners?
Luz
Ortega
Class:
EDBL 603
Fall
2018
Professor:
Dr. Zahra Saleh-Johnson
Bilingualism
is the ability to communicate in two languages (Madrid and Hughes, 2011). There
are many theories on bilingualism and how bilinguals learn. Cummins’ common underlying proficiency theory, also
known as the Iceberg Theory, explains how bilinguals first language
(L1) and second language (L2) are both parts of a bilinguals overall cognition
(Madrid and Hughes, 2011). This theory further explains how a bilinguals academic
performance can be limited not by their understanding but by their ability to
demonstrate their understanding when limited to using L1 or L2. Therefore, even
if a student is proficient in the content area, they can not demonstrate their
proficiency fully when tested using L1 or L2 as their ability to respond is
limited by their language proficiency. Considering this theory, How can we
determine whether a content assessment is valid for English language learner?
From the Iceberg theory, it is clear is it important be sure to validate the content test, to ensure it measures the student’s content knowledge and not their language proficiency (Sandberg & Reschly 2011). One way to check if a test is valid is using a PUMI table. The PUMI (P for purpose U for us M for measurement and I for instrument) is an assessment validation method that can be used to determine validity, especially when testing bilingual and multilingual students (Mahoney, 2017).
For example when a teacher is assessing an English Language Learner they need to be aware of the good or bad choices for instruments. For example if a teacher would like to determine how well a student is reading, having them write an essay response would not be a valid measurement since the students writing proficiency in the target language is required in order to complete the task. Therefore when a student fails to complete the task, it is impossible to know whether the student was unable to read or if their writing proficiency in the target language hindered their ability to answer questions about the reading. Instead a teacher should use a running record, oral interview, or even allowing the students to use their full linguistic repertoire when answering the question.
When testing ELLs on content areas such as math and science, the students ability to answer the questions is often limited by their ability to read the questions and answers, this means the teacher is unable to measure how well students understand the content taught in math and science. Modifying the language of the assessment, making it a performance task, allowing students to use their full linguistic repertoire, or even an oral interview can be used in order to adequately measure what the student knows (Mahoney, 2017). Ensuring validity of the assessment in the content areas would provide students an equitable opportunity to demonstrate their learning, thus improving academic achievement while also providing teachers with accurate data that can help inform their instruction to help students learn and acquire desired knowledge and skills (Bunch, Shaw, & Geany, 2010).
My focus is in elementary school, since I will be working with grades K-5 (students 5-10 years old). I believe the elementary grades are the foundation for ELL long term academic achievement. What they learn at this level may be the scaffold to achieve and become successful in their live span. The validity and fairness of the assessment content area for ELL students, who may not be fully demonstrate their knowledge and skills due to their lack of language of English language proficiency is imperative in order to provide and determine what kind of services the student may need (Wolf & Leon, 2009).
From the Iceberg theory, it is clear is it important be sure to validate the content test, to ensure it measures the student’s content knowledge and not their language proficiency (Sandberg & Reschly 2011). One way to check if a test is valid is using a PUMI table. The PUMI (P for purpose U for us M for measurement and I for instrument) is an assessment validation method that can be used to determine validity, especially when testing bilingual and multilingual students (Mahoney, 2017).
For example when a teacher is assessing an English Language Learner they need to be aware of the good or bad choices for instruments. For example if a teacher would like to determine how well a student is reading, having them write an essay response would not be a valid measurement since the students writing proficiency in the target language is required in order to complete the task. Therefore when a student fails to complete the task, it is impossible to know whether the student was unable to read or if their writing proficiency in the target language hindered their ability to answer questions about the reading. Instead a teacher should use a running record, oral interview, or even allowing the students to use their full linguistic repertoire when answering the question.
When testing ELLs on content areas such as math and science, the students ability to answer the questions is often limited by their ability to read the questions and answers, this means the teacher is unable to measure how well students understand the content taught in math and science. Modifying the language of the assessment, making it a performance task, allowing students to use their full linguistic repertoire, or even an oral interview can be used in order to adequately measure what the student knows (Mahoney, 2017). Ensuring validity of the assessment in the content areas would provide students an equitable opportunity to demonstrate their learning, thus improving academic achievement while also providing teachers with accurate data that can help inform their instruction to help students learn and acquire desired knowledge and skills (Bunch, Shaw, & Geany, 2010).
My focus is in elementary school, since I will be working with grades K-5 (students 5-10 years old). I believe the elementary grades are the foundation for ELL long term academic achievement. What they learn at this level may be the scaffold to achieve and become successful in their live span. The validity and fairness of the assessment content area for ELL students, who may not be fully demonstrate their knowledge and skills due to their lack of language of English language proficiency is imperative in order to provide and determine what kind of services the student may need (Wolf & Leon, 2009).
As
a future guidance counselor I have observed how important a student’s emotional
health and confidence are to their academic achievement. When English language
learners receive bad grades or failing scores not because they don’t understand
the information but because of being limited by their language proficiency,
they often lose confidence and develop negative attitudes towards learning and
school. These negative attitudes can have long term effects, not just in school
but in their life. Ensuring students’ assessments are valid can prevent this
and identify students who need additional support.
Unfortunately, limited English language proficiency is one of biggest problems students who are recent immigrants face in the United States (Sandberg & Reschly, 2011). The English Language Learner population is growing fast in American classroom from K to 12 (Young, 2009) because of the fast increasing population of ELL’s more and more students’ academic achievement is being impacted by invalid assessments (Young, 2009). It is important to use the right tool for assessment of English language Learners to provide reliable and objective information regarding students’ academic achievement (Sireci & Faulkner-Bond, 2015).
Unfortunately, limited English language proficiency is one of biggest problems students who are recent immigrants face in the United States (Sandberg & Reschly, 2011). The English Language Learner population is growing fast in American classroom from K to 12 (Young, 2009) because of the fast increasing population of ELL’s more and more students’ academic achievement is being impacted by invalid assessments (Young, 2009). It is important to use the right tool for assessment of English language Learners to provide reliable and objective information regarding students’ academic achievement (Sireci & Faulkner-Bond, 2015).
Sandberg’, Karen
& Reschly, Amy (2011).English Learners: Challenges in Assessment and
the Promise of Curriculum-Based Measurement, SAGE journal, Pp 146.
Mahoney, K. (2017) The Assessment of Emergent
Bilinguals. British Library Cataloguin
in Publication Data. UK.
Bunch, George C., & Shaw, Jerome M., & Geaney,
Edward R., (2010). Documenting the language demands of mainstream content-area
assessment for English learners: participant structures, communicative modes
and genre in science performance assessment. Language and Education, Volume (24,
No 3) pp 185-214.
Wolf, Mikyung.K., &Leon. S. (2009). An
Investigation of the Language Demands in Content Assessment for English
Language Learners.
Sireci, Stephen G., & Faulkner-Bond, Molly.(2015).
Promoting Validity in Assessment of Learners. Review of Research in Education,
Volume 39, pp215-252.
Madrid & Hughes (2011). Definition and Theories on
Bilingualism.
Young, John. (2009). A Framework for Test Validity on
Content Assessment Taken by English Language Learners. (2009).Educational
Testing Service. Volume. (14) pp122-138.
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