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Conference Paper: Cognitive processes and coping strategies of English Language Learners when attempting assessments
Title | Cognitive processes and coping strategies of English Language Learners when attempting assessments |
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Authors | |
Issue Date | 2021 |
Citation | The 2021 American Educational Research Association (AERA) Annual Meeting: Accepting Educational Responsibility, Virtual Meeting, 8-12 April 2021 How to Cite? |
Abstract | In bilingual education programs, students learn content knowledge through a second/foreign/additional language (L2), which is very often English. They are also assessed of their content knowledge through the L2, which is their less proficient language. This raises concerns about assessment validity and fairness. This paper reports the preliminary results of a study employing eye-tracking experiment and stimulated recalls to explore the cognitive processes of English Language Learners (ELLs) when attempting Biology assessments. Comparison of the eye-movement data of more and less proficient ELLs reveals the potential mediating effect of language proficiency on ELLs’ cognitive processes, while the stimulated recall data illustrate the strategies employed when attempting assessments. These findings have implications for assessment design and pedagogy in bilingual education programs. |
Description | Poster Sessions - Assessment in K–12 Schools |
Persistent Identifier | http://hdl.handle.net/10722/305110 |
DC Field | Value | Language |
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dc.contributor.author | TENG, XS | - |
dc.contributor.author | Hsiao, JHW | - |
dc.contributor.author | Lo, YY | - |
dc.date.accessioned | 2021-10-05T02:39:52Z | - |
dc.date.available | 2021-10-05T02:39:52Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | The 2021 American Educational Research Association (AERA) Annual Meeting: Accepting Educational Responsibility, Virtual Meeting, 8-12 April 2021 | - |
dc.identifier.uri | http://hdl.handle.net/10722/305110 | - |
dc.description | Poster Sessions - Assessment in K–12 Schools | - |
dc.description.abstract | In bilingual education programs, students learn content knowledge through a second/foreign/additional language (L2), which is very often English. They are also assessed of their content knowledge through the L2, which is their less proficient language. This raises concerns about assessment validity and fairness. This paper reports the preliminary results of a study employing eye-tracking experiment and stimulated recalls to explore the cognitive processes of English Language Learners (ELLs) when attempting Biology assessments. Comparison of the eye-movement data of more and less proficient ELLs reveals the potential mediating effect of language proficiency on ELLs’ cognitive processes, while the stimulated recall data illustrate the strategies employed when attempting assessments. These findings have implications for assessment design and pedagogy in bilingual education programs. | - |
dc.language | eng | - |
dc.relation.ispartof | AERA (American Educational Research Association) Virtual Annual Meeting, 2021 | - |
dc.title | Cognitive processes and coping strategies of English Language Learners when attempting assessments | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Hsiao, JHW: jhsiao@hku.hk | - |
dc.identifier.email | Lo, YY: yuenyilo@hku.hk | - |
dc.identifier.authority | Hsiao, JHW=rp00632 | - |
dc.identifier.authority | Lo, YY=rp01635 | - |
dc.identifier.hkuros | 326020 | - |