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