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首页> 外文期刊>JOURNAL OF EDUCATIONAL RESEARCH AND INNOVATION >A Case Study of Formative Reading Assessment to Support Teaching of EL Reading Comprehension
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A Case Study of Formative Reading Assessment to Support Teaching of EL Reading Comprehension

机译：形成性阅读评估以支持EL阅读理解教学的案例研究

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摘要

Though much attention has been paid to the unique educational needs of English learners (ELs), there is still a substantial achievement gap in reading, especially in the middle grades and beyond. Research has identified the features and benefits of formative assessment to improve student learning, especially reading; yet little empirical research is available on the practice of formative assessment for ELs. This study examined how middle school teachers utilized the English Language Formative Assessment (ELFA) system, a reading assessment system designed for formative purposes, with their intermediate level ELs. Using a collective case study approach, we present a small-scale usability study on formative assessment as a part of a larger project focused on the research and development of the ELFA system. Our findings indicate the importance of a system designed to facilitate the use of assessment for formative purposes and highlight the teacher learning that took place with regard to EL reading comprehension and formative assessment.
机译：尽管人们已经对英语学习者（ELs）的独特教育需求给予了很多关注，但阅读方面仍然存在巨大的成就差距，尤其是在中级及更高年级。研究已经确定了形成性评估的特点和好处，以改善学生的学习，尤其是阅读;然而，关于EL形成评估实践的经验研究很少。这项研究研究了中学教师如何利用英语水平形成评估（ELFA）系统和中等水平的EL，该系统是为形成目的而设计的阅读评估系统。使用集体案例研究方法，我们提出了一项关于形成性评估的小型可用性研究，作为针对ELFA系统研究和开发的大型项目的一部分。我们的研究结果表明了一种旨在促进将评估用于形成目的的系统的重要性，并强调了有关EL阅读理解和形成性评估的教师学习。

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