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The Evolution of Drawing as an Equitable Way to Assess ELLs in a Middle School Science Classroom

The Evolution of Drawing as an Equitable Way to Assess ELLs in a Middle School Science Classroom
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Author(s): Amanda M. Latimer (University of Georgia, USA) and Martha E. Monreal (University of Georgia, USA)
Copyright: 2020
Pages: 18
Source title: Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
Source Author(s)/Editor(s): Lourdes Cardozo-Gaibisso (Universidad ORT Uruguay, Uruguay) and Max Vazquez Dominguez (University of North Georgia, USA)
DOI: 10.4018/978-1-7998-3448-9.ch008

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Abstract

In this chapter, the authors discuss what they observed and learned as drawing was integrated into assessments already in use in a middle school science classroom. Informed by a growing body of evidence that supports the notion that allowing students to draw answers on assessments disrupts normative assessment practices, promoting more equitable assessments for ELLs. Their overall goal was to add to the understanding of how drawing can provide a more complete picture of ELL students science content understanding. This chapter begins with the historical importance of drawing in science, and then the intersection of ELLs, drawing, science, and assessment, followed by a description of how drawing was adapted into middle school science assessments. Examples of how middle school students responded to prompts to draw answers on assessments are included followed by implementation barriers that were confronted by their teachers. The authors then conclude this chapter with a discussion focusing on recommendations to fellow teachers.

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