Open AccessExamining How English Learners Interact With WINSIGHT ® Summative Assessment Items: An Exploratory Study
Author(s) -
Lopez Alexis A.,
Tolentino Florencia
Publication year - 2020
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/ets2.12309
Subject(s) - summative assessment , psychology , perception , mathematics education , exploratory research , cognition , metacognition , formative assessment , pedagogy , neuroscience , sociology , anthropology
In this study we investigated how English learners (ELs) interacted with WINSIGHT ® summative English language arts (ELA) and mathematics items, the embedded online tools, and accessibility features. We focused on how EL students navigated the assessment items; how they selected or constructed their responses; how they interacted with the assessment content; the problems they encountered while completing the items; and the perceptions they had of the items, online tools, and accessibility features. We conducted one‐on‐one cognitive interviews with 44 students, including 29 ELs and 15 non‐EL students and found that EL students were able to complete the items on their own. Our findings suggest that the Winsight ELA and mathematics items are appropriate for ELs and allow them to demonstrate their knowledge and skills.