The role of teacher language background in the scoring of science responses from English learner students
Abstract/Contents
- Abstract
- This dissertation explored differences among bilingual and monolingual teacher's scoring and interpretations of English learner (EL) students' responses to open-ended science items. Scores were analyzed using a split plot analysis of variance and interpretations were used to gather qualitative information about what teachers focused on as they read the responses. Analyses of scoring data collected for this study revealed that teacher language background was not significantly related to scores for EL or non-EL student groups. This suggests that teachers, regardless of their language background, interpreted the rubric and student responses similarly when they assigned scores. The presence of language features in certain student responses was, however, associated with scoring. The presence of language features appeared to matter for incorrect responses, particularly for EL students, and not correct responses. In the interpretations, teachers wrote along three characteristics: content focus, use of qualifiers, and noticing student language. Of the three characteristics, noticing student language revealed the most differences among teachers of the different language background groups. These findings, however, warrant further studies since the monolingual population used in this study was geographically unique and their everyday exposure to a second language is not typical for most monolinguals.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2010 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Rodriguez, Jamie |
|---|---|
| Associated with | Stanford University, School of Education. |
| Primary advisor | Shavelson, Richard J, 1942- |
| Primary advisor | Valdés, Guadalupe |
| Thesis advisor | Shavelson, Richard J, 1942- |
| Thesis advisor | Valdés, Guadalupe |
| Thesis advisor | Brown, Bryan Anthony |
| Thesis advisor | Solano Flores, Guillermo |
| Advisor | Brown, Bryan Anthony |
| Advisor | Solano Flores, Guillermo |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Jamie Rodriguez. |
|---|---|
| Note | Submitted to the School of Education. |
| Thesis | Thesis (Ph. D.)--Stanford University, 2010. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2010 by Jamie Rodriguez
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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