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作者 Kachchaf, Rachel Rae
書名 Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English Language Learners and mainstream monolinguals
國際標準書號 9781267088789
book jacket
說明 250 p
附註 Source: Dissertation Abstracts International, Volume: 73-04, Section: A, page:
Adviser: Guillermo Solano-Flores
Thesis (Ph.D.)--University of Colorado at Boulder, 2011
The purpose of this study was to compare how English language learners (ELLs) and monolingual English speakers solved multiple-choice items administered with and without a new form of testing accommodation---vignette illustration (VI). By incorporating theories from second language acquisition, bilingualism, and sociolinguistics, this study was able to gain more accurate and comprehensive input into the ways students interacted with items. This mixed methods study used verbal protocols to elicit the thinking processes of thirty-six native Spanish-speaking English language learners (ELLs), and 36 native-English speaking non-ELLs when solving multiple-choice science items
Results from both qualitative and quantitative analyses show that ELLs used a wider variety of actions oriented to making sense of the items than non-ELLs. In contrast, non-ELLs used more problem solving strategies than ELLs. There were no statistically significant differences in student performance based on the interaction of presence of illustration and linguistic status or the main effect of presence of illustration. However, there were significant differences based on the main effect of linguistic status. An interaction between the characteristics of the students, the items, and the illustrations indicates considerable heterogeneity in the ways in which students from both linguistic groups think about and respond to science test items
The results of this study speak to the need for more research involving ELLs in the process of test development to create test items that do not require ELLs to carry out significantly more actions to make sense of the item than monolingual students
School code: 0051
Host Item Dissertation Abstracts International 73-04A
主題 Education, English as a Second Language
Education, Educational Psychology
Education, Sciences
0441
0525
0714
Alt Author University of Colorado at Boulder. Education
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