The chapter aims to inform about considerations that science teachers and teacher educators should take to use culturally and linguistically valid classroom assessment practices to help English language learners (ELLs) learn both science and the language of science. We describe the notion of equitable science assessments for ELLs and describe the characteristics of linguistically valid assessment practices and explain what it means to integrate culturally valid assessment practices into instruction. We also propose a three-step approach to developing culturally and linguistically valid assessment practices. We present an assessment task to illustrate the three steps on an 8th grade science standard. Finally, we discuss implications for teacher education programs and highlight critical areas these programs need to focus on to prepare science teachers to develop assessments that provide ELLs an opportunity to access the science content and use language to demonstrate their science knowledge.
|Title of host publication||Teaching Science to English Language Learners|
|Subtitle of host publication||Preparing Pre-Service and In-Service Teachers|
|Publisher||Springer International Publishing Switzerland|
|Number of pages||28|
|Publication status||Published - 17 Sep 2017|
ASJC Scopus subject areas
- Arts and Humanities(all)
- Social Sciences(all)
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- School of Social Sciences, Education and Social Work - Senior Lecturer