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Teacher expectations of multilingual students’ achievement : can teachers accurately predict science performance on a linguistically accommodated test?

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Abstract
Assessment is a powerful tool for both teachers and students to get more insight into students’ competences. However, multilingual learners may be underper- forming on tests because linguistic barriers hinder them in demonstrating their content knowledge. In this study, we investigate whether multilingual assess- ment holds the potential to adjust erroneous teacher expectations of multilin- gual students. We discuss a randomised experiment in which 1,154 students in 5th grade (age 9 to 12) were randomly assigned to one of four test conditions: (1) a bilingual test, (2) a bilingual test with additional read-aloud accommo- dation in both the language of schooling and home language, (3) read-aloud accommodation in the language of schooling and (4) a control condition with- out accommodations. Flemish teachers were asked how well they expected their students to perform on a science test. By using chi-square tests, we examine the accuracy of teacher expectations and investigate whether this differs according to students’ linguistic backgrounds and test accommodations. The results sug- gest that when multilingual students use read-aloud accommodations in their L1, they more often tend to do better than expected by their teachers. Implications for testing culture, test accommodations and teacher expectations are discussed.
Keywords
assessment, assessment literacy, accommodations, multilin- gualism, teacher expectations, multilingualism, Steunpunt Diversiteit & Leren

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MLA
De Backer, Fauve, et al. “Teacher Expectations of Multilingual Students’ Achievement : Can Teachers Accurately Predict Science Performance on a Linguistically Accommodated Test?” JOURNAL OF MULTILINGUAL THEORIES AND PRACTICES, vol. 2, no. 2, 2021, pp. 207–32, doi:10.1558/jmtp.19513.
APA
De Backer, F., Vantieghem, W., Van Gorp, K., Slembrouck, S., & Van Avermaet, P. (2021). Teacher expectations of multilingual students’ achievement : can teachers accurately predict science performance on a linguistically accommodated test? JOURNAL OF MULTILINGUAL THEORIES AND PRACTICES, 2(2), 207–232. https://doi.org/10.1558/jmtp.19513
Chicago author-date
De Backer, Fauve, Wendelien Vantieghem, Koen Van Gorp, Stef Slembrouck, and Piet Van Avermaet. 2021. “Teacher Expectations of Multilingual Students’ Achievement : Can Teachers Accurately Predict Science Performance on a Linguistically Accommodated Test?” JOURNAL OF MULTILINGUAL THEORIES AND PRACTICES 2 (2): 207–32. https://doi.org/10.1558/jmtp.19513.
Chicago author-date (all authors)
De Backer, Fauve, Wendelien Vantieghem, Koen Van Gorp, Stef Slembrouck, and Piet Van Avermaet. 2021. “Teacher Expectations of Multilingual Students’ Achievement : Can Teachers Accurately Predict Science Performance on a Linguistically Accommodated Test?” JOURNAL OF MULTILINGUAL THEORIES AND PRACTICES 2 (2): 207–232. doi:10.1558/jmtp.19513.
Vancouver
1.
De Backer F, Vantieghem W, Van Gorp K, Slembrouck S, Van Avermaet P. Teacher expectations of multilingual students’ achievement : can teachers accurately predict science performance on a linguistically accommodated test? JOURNAL OF MULTILINGUAL THEORIES AND PRACTICES. 2021;2(2):207–32.
IEEE
[1]
F. De Backer, W. Vantieghem, K. Van Gorp, S. Slembrouck, and P. Van Avermaet, “Teacher expectations of multilingual students’ achievement : can teachers accurately predict science performance on a linguistically accommodated test?,” JOURNAL OF MULTILINGUAL THEORIES AND PRACTICES, vol. 2, no. 2, pp. 207–232, 2021.
@article{8732440,
  abstract     = {{Assessment is a powerful tool for both teachers and students to get more insight into students’ competences. However, multilingual learners may be underper- forming on tests because linguistic barriers hinder them in demonstrating their content knowledge. In this study, we investigate whether multilingual assess- ment holds the potential to adjust erroneous teacher expectations of multilin- gual students. We discuss a randomised experiment in which 1,154 students in 5th grade (age 9 to 12) were randomly assigned to one of four test conditions: (1) a bilingual test, (2) a bilingual test with additional read-aloud accommo- dation in both the language of schooling and home language, (3) read-aloud accommodation in the language of schooling and (4) a control condition with- out accommodations. Flemish teachers were asked how well they expected their students to perform on a science test. By using chi-square tests, we examine the accuracy of teacher expectations and investigate whether this differs according to students’ linguistic backgrounds and test accommodations. The results sug- gest that when multilingual students use read-aloud accommodations in their L1, they more often tend to do better than expected by their teachers. Implications for testing culture, test accommodations and teacher expectations are discussed.}},
  author       = {{De Backer, Fauve and Vantieghem, Wendelien and Van Gorp, Koen and Slembrouck, Stef and Van Avermaet, Piet}},
  issn         = {{2632-4490}},
  journal      = {{JOURNAL OF MULTILINGUAL THEORIES AND PRACTICES}},
  keywords     = {{assessment,assessment literacy,accommodations,multilin- gualism,teacher expectations,multilingualism,Steunpunt Diversiteit & Leren}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{207--232}},
  title        = {{Teacher expectations of multilingual students’ achievement : can teachers accurately predict science performance on a linguistically accommodated test?}},
  url          = {{http://doi.org/10.1558/jmtp.19513}},
  volume       = {{2}},
  year         = {{2021}},
}

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