Tracy Noble

This project investigated sources of difficulty for English Learners (ELs) that inhibit their capacity to demonstrate their knowledge of Science and Technology/Engineering (STE) content when assessed using test items that require them to read and write an extended open response in English only (in contrast to multiple-choice items). Open-response items (also known as constructed-response items) that are written and responded to in English only are thought to present ELs with unique challenge...

The use of students' scores on science achievement tests to make consequential decisions, such as grade promotion, rests on the assumption that a student's score is an accurate reflection of his or her knowledge of science. However, if a student is learning English and the test includes complex uses of English, it is difficult to distinguish whether the ELL (English language learner) student's score is low because she does not know the language or the science being tested. This project will ...