Examining a Multisemiotic Approach to Measuring Challenging Content for English Learners and Others: Results from the ONPAR Elementary and Middle School Science Study

Rebecca J Kopriva,Laura Wright,Lynn Shafer Willner,Robert Triscari

doi:10.22158/wjer.v8n1p1

Rebecca J Kopriva, Laura Wright + Show 2 more

Open Access

https://doi.org/10.22158/wjer.v8n1p1

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Abstract

This study contributes to the empirical research base on the effectiveness of ONPAR, a promising multisemiotic test item development process. ONPAR uses a variety of multisemiotic performance techniques to present and measure challenging concepts and skills of students, including low English proficient English Learners (ELs) and non-ELs. Experimental trials were used to investigate how 648 ELs at three English proficiency levels and native English speaking non-ELs performed on randomly assigned 4th and 8th grade traditional items and equivalent ONPAR items of challenging science content. General linear modeling using a covariate variable of classroom performance and bi- and multi-nomial regressions found differential boost across both grades. That is, findings showed that lower English proficient ELs perform better on ONPAR vs traditional forms in both grades, with p < .05 in favor of ONPAR in grade 8, whereas there were no significant differences between the two forms for non-ELs. The results also underscore the viability of the assessment methodology where students often demonstrate their response by showing their knowledge and skills. Item level results indicate that the ONPAR approach is useful at mitigating the effect of group.

Highlights

The Generation Science Standards (NGSS) in K-12 education demand rigorous teaching and learning of challenging content
The intent of this work is to support learning of challenging content and practices articulated in recent science education standards such as Next Generation Science Standards (NGSS), and encourage that all students are included in the teaching and learning of more complex content, reasoning, and strategic skills that extend beyond basic recall and procedural application
Data from a total of 648 students who took the ONPAR or traditional science items measuring grades 4 and 8 science content and skills have been analyzed in this study. 5.1 Hypothesis #1: Focus on the Performance of Lower Proficiency English Learners (ELs) Would lower proficient ELs be able to demonstrate what they know in science significantly better on items using ONPAR techniques? The results tended to support that the ONPAR methodology is effective for grade 8 students with lower levels of language proficiency to access what is being required and to demonstrate what they know

Summary

Introduction

The Generation Science Standards (NGSS) in K-12 education demand rigorous teaching and learning of challenging content. It stands to reason that this means that ELs, as well as others, need to have access to these types of assessment tasks at most grade levels, if this type of challenging coursework is to be taught to them as well as to non-ELs. Text editing practices associated with Universal Design for Learning (UDL) principles and simplified language and visuals, has been shown to be effective for ELs when items are measuring more basic knowledge or skills (Carr, 2008; Emick & Kopriva, 2007).

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