Enhancing the accessibility of chemistry assessments for multilingual learners: understanding challenging features in assessment items

Eshani N. Lee, Mary Kay Orgill

Research output: Contribution to journalArticlepeer-review

Abstract

Multilingual learners face significant challenges when navigating the linguistic complexities of chemistry assessments. This study, employing the Equitable Framework for Classroom Assessment, identified these specific challenging features in general chemistry assessment items on the topics of limiting reactant and percent yield. Through in-depth, semi-structured interviews with multilingual students, we discovered critical barriers to comprehension: lack of metacognitive support, complex vocabulary and syntax, dense text layout, and extraneous information. These findings emphasize the need to better understand and alleviate these types of linguistic features in assessment items to more accurately measure chemistry knowledge, rather than linguistic proficiency. By addressing these challenges, instructors can design more accessible assessment items for a diverse group of students. The results also offer valuable insights and practical guidance for writing equitable assessment items.

Original languageEnglish (US)
Pages (from-to)126-140
Number of pages15
JournalChemistry Education Research and Practice
Volume26
Issue number1
DOIs
StatePublished - Aug 9 2024

All Science Journal Classification (ASJC) codes

  • Chemistry (miscellaneous)
  • Education

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