Differential Performance by English Language Learners on an Inquiry-Based Science Assessment

Abstract

The performance of English language learners (ELLs) has been a concern given the rapidly changing demographics in US K-12 education. This study aimed to examine whether students' English language status has an impact on their inquiry science performance. Differential item functioning (DIF) analysis was conducted with regard to ELL status on an inquiry-based science assessment, using a multifaceted Rasch DIF model. A total of 1,396 seventh- and eighth-grade students took the science test, including 313 ELL students. The results showed that, overall, non-ELLs significantly outperformed ELLs. Of the four items that showed DIF, three favored non-ELLs while one favored ELLs. The item that favored ELLs provided a graphic representation of a science concept within a family context. There is some evidence that constructed-response items may help ELLs articulate scientific reasoning using their own words. Assessment developers and teachers should pay attention to the possible interaction between linguistic challenges and science content when designing assessment for and providing instruction to ELLs.

Keywords:

• Assessment
• Inquiry-based science
• English language learners

Acknowledgements

We thank Marcia Linn for providing access to data from the NSF-funded Technology-Enhanced Learning of Science (TELS; award number 0334199) for analysis. We thank Hee-Sun Lee for providing the data. We thank Lixiong Gu, Mikyung Wolf, Xiaoming Xi, and Dan Eignor for their helpful comments on earlier drafts of this paper.

Notes

In this paper, we use the term ELLs, widely used in the USA and in many other countries. Note that students who are second language speakers and writers of English may be classified by terms such as learners of English as an Additional Language or culturally and linguistically diverse learners in some countries.