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Equitable Written Assessments for English Language Learners: How Scaffolding Helps

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Journal of Science Teacher Education

Abstract

This study investigated the effects of the use of scaffolds in written classroom assessments through the voices of both native English speakers and English language learners from two middle schools. Students responded to assessment tasks in writing, by speaking aloud using think aloud protocols, and by reflecting in a post-assessment interview. The classroom assessment tasks were designed to engage students in scientific sense making and multifaceted language use, as recommended by the Next Generation Science Standards. Data analyses showed that both groups benefitted from the use of scaffolds. The findings revealed specific ways that modifications were supportive in helping students to comprehend, visualize and organize thinking, and elicit responses. This study offers a model for both sensitizing teachers and strengthening their strategies for scaffolding assessments equitably.

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Acknowledgments

We would like to thank Jerome Shaw for comments on an earlier version of this manuscript and Jenna Krueger and Emily Lloyd for transcription and research assistance through the College of Education honors program. Also, we are grateful to the students and teachers of the participating schools. Partial funding was provided by MU Research Council and Sandra K. Abell’s MU Science Education Center.

Author information

Authors and Affiliations

  1. MU Science Education Center, University of Missouri, 303 Townsend Hall, Columbia, MO, 65211, USA

    Marcelle A. Siegel, Deepika Menon & Somnath Sinha

  2. University of Iowa, Iowa City, IA, USA

    Nattida Promyod

  3. University of Arkansas, Fayetteville, AR, USA

    Cathy Wissehr

  4. University of Southern Mississippi, Hattiesburg, MS, USA

    Kristy L. Halverson

Authors
  1. Marcelle A. Siegel
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  2. Deepika Menon
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  3. Somnath Sinha
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  4. Nattida Promyod
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  5. Cathy Wissehr
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  6. Kristy L. Halverson
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Corresponding author

Correspondence to Marcelle A. Siegel.

Appendices

Appendix 1

Please note that not all aspects of the assessments (e.g., table numbering) could be reproduced due to journal style requirements. Correct versions are available on the first author's web site.

Version A

QUESTION 1:

NGSS: MS-LS1-3, DCI: LS1.A, CC: Structure and function

Imagine taking a bite of food. Follow the food through the digestive system, explaining where the food goes, what organs are involved, and what is taking place as it moves along.

QUESTION 2:

NGSS: MS-LS1-3, SEP: Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, CC: Cause and Effect, Structure and Function

Rita felt sick and went to the clinic. Her doctor said she had a bacterial infection and gave Rita a prescription for antibiotics. She was told to take the antibiotics for 10 days. Rita took the antibiotics for 3 days and now feels completely better. The antibiotics upset Rita’s stomach, so she wants to stop taking them.

  1. A.

    What are some good and bad things about stopping the full course of antibiotics? What are some good and bad things about continuing to take the full course of antibiotics? Write your answers in the table:

  2. B.

    If Rita stops taking the antibiotics, what effect could it have on the bacteria causing Rita’s infection? Be sure to discuss the scientific principles that explain this effect.

  3. C.

    Should Rita stop taking the antibiotics? Decide yes or no, and explain your decision. Be sure to include any trade-offs involved.

QUESTION 3:

NGSS: MS-LS1-3, SEP: Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, CC: Cause and Effect, Science is a Human Endeavor

Joe has a cough that may be infectious. Should people with infectious diseases be quarantined from other people. Use the T-chart to organize your thoughts.

Should Joe be quarantined?

QUESTION 4:

NGSS: MS-LS1-3, SEP: Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, Planning and Carrying out Investigations, CC: Cause and Effect, Science is a Human Endeavor

A drug company developed a new medicine to cure coughs. Scientists performed a trial of this medicine to test how effective the new medicine is in curing coughs.

At the end of 1 week, the scientists asked the patient Fernando

  • Is your cough better, the same, or worse?

  • Do you have any side effects, such as dizziness or upset stomach?

Table 4 gives the results.

Table 4 New cough medicine results (number of people)
Full size table
  1. A.

    Why did group B get syrup without cough medicine?

  2. B.

    Compare the two groups. How well does the new medicine work in curing coughs? Be sure to use data from Table 4 in your answer.

Table 5 New cough medicine—more results (number of people)
Full size table
  1. C.

    What are some good and bad things about the new medicine? Write these in Table 6. Be sure to use results from Tables 4 and 5 in your answer.

    Table 6 Good and bad things about the new cough medicine
    Full size table
  2. D.

    Even though there are side effects, would you buy this medicine? Explain why and be sure to include the trade-offs.

QUESTION 5:

NGSS: DCI: LS1.B, SEP: Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, Planning and Carrying out Investigations, CC: Cause and Effect, Science is a Human Endeavor, Common Core: Write Arguments focused on Discipline Content

Joe’s mom had a serious heart problem that doctors now think may have been caused by a genetic disease.

  1. A.

    Can you catch genetic diseases from other people the same way you can catch the flu? Explain.

  2. B.

    Should Joe be tested for the genetic disease his mother may have?

Give reasons for testing and against testing:

Should Joe be tested? __________

  1. C.

    Pretend you are Joe’s friend. Write a letter to Joe telling him whether you think he should be tested. Be sure to include both sides of the issue.

QUESTION 6:

NGSS: MS-LS2-1, MS-LS2-2, MS-LS2-4, MS-LS2-5, SEP: Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, CC: Cause and Effect, Science is a Human Endeavor

Zebra Mussels are an introduced species that have invaded US lakes and rivers. These mussels normally live in Russia. These small mussels can grow on almost any surface. Scientists believe that some of these mussels attached to the bottom of boats and anchors bringing them to Missouri. Zebra Mussels cause problems because they out compete our native mussels for food. They are so sharp that they can cause beaches to be too dangerous to swim in without shoes. These mussels can also grow so closely together that they often block off pipelines preventing cities from accessing water and limiting hydroelectric power generation.

  1. A.

    Describe the impact of Zebra Mussels on Missouri ecosystems in terms of competition and the mussels’ effects on man-made structures.

  2. B.

    How do you think these mussels may affect fisheries in the area?

  3. C.

    Considering what you know about how zebra mussels can spread, how would you plan to limit the spread of zebra mussels to new lakes and rivers? What steps might you suggest scientists take to begin permanently removing these mussels from the ecosystem?

Version B

QUESTION 1:

NGSS: MS-LS1-3, DCI: LS1.A, CC: Structure and function

Imagine that you have just taken a bite of lunch. Label a diagram or chart of the path that the food takes as it moves through the digestive system, using the words provided. Briefly tell what happens to the food as it passes through each organ.

QUESTION 2:

NGSS: MS-LS1-3, SEP: Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, CC: Cause and Effect, Structure and Function

Rita began taking a 10-day treatment of antibiotics 3 days ago. The antibiotics worked quickly, and Rita feels completely better after only 3 days. Antibiotics upset Rita’s stomach, so she wants to stop taking them.

Should Rita stop taking the antibiotics or finish the treatment? Explain the advantages and disadvantages of stopping and of continuing the antibiotics.

Be sure to include your final recommendation, any trade-offs involved, and your reasons for your decision.

QUESTION 3:

NGSS: MS-LS1-3, SEP: Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, CC: Cause and Effect, Science is a Human Endeavor

Joe has a cough that may be infectious. Should people with infectious diseases be quarantined from other people. Use the T-chart to organize your thoughts.

Should Joe be quarantined?

QUESTION 4:

NGSS: MS-LS1-3, SEP: Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, Planning and Carrying out Investigations, CC: Cause and Effect, Science is a Human Endeavor

Scientists have performed a trial of a new cough medicine. They divided a group of patients with a bad cough into two similar groups. Each group included males and females and people of different ages. Group A received cough syrup. Group B received plain syrup that did not contain any cough medicine. Every day for 4 days, the scientists interviewed the patients to find out whether their coughs were as frequent and as serious. They also asked the patients if they had any new health problems while taking the medicine. The following table summarizes the data.

Table

Group

Total number of patients

Number who feel better

Number who feel the same

Number who feel worse

Number with side effects (dizziness and upset stomach)

A (cough syrup)

50

40

5

5

10

B (plain syrup)

50

20

25

5

2

  1. A.

    Analyze the data to form a conclusion about how well the medicine works.

  2. B.

    Should the cough medicine be sold? Be sure to include the advantages and disadvantages of BOTH choosing to sell and choosing not to sell the medicine. Explain the trade-offs of your final decision.

QUESTION 5:

NGSS: DCI: LS1.B, SEP: Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, Planning and Carrying out Investigations, CC: Cause and Effect, Science is a Human Endeavor, Common Core: Write Arguments focused on Discipline Content

Joe’s mom had a serious heart problem that doctors now think may have been caused by a genetic disease.

  1. A.

    Can you catch genetic diseases from other people the same way you can catch the flu? Explain.

Answer: __________

Explain:

  1. B.

    Should Joe be tested for the disease his mother may have? Give reasons for testing and against testing and then make a decision.

Should Joe be tested? __________

Reasons

  1. C.

    Pretend you are Joe’s friend. Write a letter to Joe telling him whether you think he should be tested. Be sure to include both sides of the issue.

Dear Joe,

I think that you [insert opinion] be tested for a genetic disease. I believe this because [insert reasons that support your opinion]. Although there are other reasons to consider, like [insert reasons that are against your opinion]. I still feel that you [insert opinion].

Sincerely,

[Insert your name]

QUESTION 6:

NGSS: MS-LS2-1, MS-LS2-2, MS-LS2-4, MS-LS2-5, SEP: Engaging in Argument from Evidence, Constructing Explanations and Designing Solutions, CC: Cause and Effect, Science is a Human Endeavor

Zebra Mussels are an introduced species that have invaded US lakes and rivers. These mussels normally live in Russia. These small mussels can grow on almost any surface. Scientists believe that some of these mussels attached to the bottom of boats and anchors bringing them to Missouri. Zebra Mussels cause problems because they out compete our native mussels for food. They are so sharp that they can cause beaches to be too dangerous to swim in without shoes. These mussels can also grow so closely together that they often block off pipelines preventing cities from accessing water and limiting hydroelectric power generation.

  1. A.

    What has been the impact of the zebra mussel on ecosystems in Missouri in terms of the following:

    • Competition with other mussel species

    • Effects on man-made structures and equipment (dams, boats, etc.)

  2. B.

    How do you think these mussels may affect fisheries in the area?

  3. C.

    Considering what you know about how zebra mussels can spread, how would you plan to limit the spread of zebra mussel to new lakes and rivers? What steps might you suggest scientists take to begin permanently removing these mussels from the ecosystem?

Appendix 2

Description of modifications by question

Question

Version A

Version B

Modification

1

Modified

 

Reduction of words; addition of visual support

2

Modified

 

Matching the language of instruction more precisely; linguistic simplification of vocabulary and syntax; Addition of graphic organizer; Breaking of question into parts

3

Same

Same

Graphic organizer

4

Modified

 

Reductions of words in the item stem; addition of visual supports; matching the language within the item more precisely; reduction of non essential information; replacing sentences with bulleted lists; linguistic simplification of vocabulary and syntax; use of bold type for emphasis; addition of graphic organizer

5

 

Modified

Addition of graphic organizer; linguistic simplification; detailed guide/framework to support answering; matching the language within the item more precisely

6

 

Modified

Addition of visual support; brief note describing each visual support; reduction of words in the item stem; replacing a long question with two simple questions

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Siegel, M.A., Menon, D., Sinha, S. et al. Equitable Written Assessments for English Language Learners: How Scaffolding Helps. J Sci Teacher Educ 25, 681–708 (2014). https://doi.org/10.1007/s10972-014-9392-1

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  • DOI: https://doi.org/10.1007/s10972-014-9392-1

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