Assessing students with an immigrant/refugee biography in Natural Sciences using the Augmented Assessment approach


Πρακτικά Εκτεταμένων Συνόψεων Εργασιών
Published: Sep 22, 2023
Keywords:
Newly-Arrived Migrant students Assessment Chemistry
Theokleia Gkatzianidou
https://orcid.org/0009-0004-0816-244X
Evangelia Parisopoulou
https://orcid.org/0009-0007-5898-0880
Panagiotis Giannakoudakis
https://orcid.org/0000-0002-7119-3685
Abstract

This paper presents the pilot application of multimodal questions created to assess the prior knowledge of students in Science, including those with refugee and migrant backgrounds. The questions, in line with the Augmented Assessment approach, use images, video and analogies instead of written text to approach concepts, in order to overcome the language barrier that occurs during the initial assessment of foreign-language learners. The survey involved 31 middle and high school students and one teacher, who made observations during the implementation and maintained a reflective diary, which was analyzed qualitatively for the purposes of this research. The results showed that the approach can increase the motivation of all students and enable a more inclusive and effective assessment.

Article Details
  • Section
  • 20. TRAINING OF SPECIAL GROUPS IN SCIENCE
Downloads
References
Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.
De Backer, F., Baele, J., Van Avermaet, P., & Slembrouck, S. (2019). Pupils’ perceptions on accom- modations in multilingual assessment of science. Language Assessment Quarterly, 16(4–5), 426–446. doi:10.1080/15434303.2019.1666847
De Backer, Fauve & Avermaet, Piet & Slembrouck, Stef. (2016). Schools as laboratories for exploring multilingual assessment policies and practices. Language and Education. 31. 1-14. 10.1080/09500782.2016.1261896..
De Backer, F., Slembrouck, S., & Van Avermaet, P. (2019). Assessment accommodations for multilingual learners: Pupils’ perceptions of fairness. Journal of Multilingual and Multicultural Development, 40(9), 833–846. doi:10.1080/01434632.2019.1571596
European Commission/EACEA/Eurydice. (2015). The Teaching Profession in Europe: Practices, Percep- tions, and Policies. Eurydice Report. Luxembourg: Publications Office of the European Union.
European Commission/EACEA/Eurydice. (2019). Integrating Students from Migrant Backgrounds into Schools in Europe. National Policies and Measures. Eurydice Report. Publications Office of the European Union.
Noble, T., Rosebery, A., Suarez, C., Warren, B., & O’Connor, M. C. (2014). Science assessments and English language learners: Validity evidence based on response processes. Applied Measurement in Education, 27(4), 248–260. doi:10.1080/08957347.2014.944309
Rolfe, G., Freshwater, D., &Jasper, M. (2001). Critical reflection for nursing and the helping professions a user’s guide.
Sinkkonen, H.-M., & Kyttala, M. (2014). Experiences of Finnish teachers working with immigrant students. European Journal of Special Needs Education, 29(2), 167–183. doi:10.1080/08856257.2014.891719
Sofianidis, A., Stylianidou, N., Meletiou-Mavrotheris, M., Vryonides, M., Chalatsis, X., Xylouri, O., & Giannakoudakis, P. (2022). Building a Bridge for Inclusive Assessment of Newly-Arrived Migrants' Knowledge in Science and Mathematics: The Augmented Assessment Approach. In Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning, 256-282. IGI Global.
UNESCO (2015). Framework for Action Education 2030: Towards inclusive and equitable quality education and lifelong learning for all (draft). Incheon: UNESCO