Alternative assessment methods in bilingual science education

¶ … students classified as ESL (English as a Second Language) learners has increased dramatically. Demographic changes in the general population have created a situation in which many children do not utilize English as their first language. Although efforts to improve services to ESL students have increased in recent years, educators and students continue to face notable challenges when it comes to both academic achievement and overall assessment.

The challenges currently facing educators in assessing bilingual children have lead to the development of new assessment methods such as portfolios, multiple intelligence projects and rubrics. Specifically, these methods have been used in the bilingual science curriculum in an effort for educators to effectively evaluate what students have learned. With the realization that these alternative assessment methods have become such a prominent means for assessing student learning in this area, this investigation seeks to provide a review of alternative assessment methods used in bilingual education classes of middle school students -- i.e. sixth, seventh and eighth grades. Through a careful review of what has been noted about these assessment methods, it will be possible to elucidate the complexity of assessment of bilingual children as well as the efficacy of these tools for providing comprehensive assessment.

Literature Review

Assessment of Bilingual Students and Science Education

The central focus of this investigation is a review of alternative assessment method for bilingual science students. In an effort to elucidate the challenges of assessment in both of these areas -- i.e. science curriculum and bilingual education -- it is first important to consider what has been noted about the development and utilization of assessment methods for this group. By examining what has been noted about the challenges of assessment in these two groups, it will be possible to demonstrate the importance of alternative assessments for accurately measuring outcomes in both of these populations.

Assessment in Science Curriculum critical review of what has been reported about assessment in the science curriculum indicates that this area is one that has received considerable attention in recent years. According to Mamlok-Naaman, Hofstein and Penick (2007) instruction in science curriculum is unique because it requires the student to interact with information and new ways of learning that are often not present in other disciplines. As a result of these differences, measuring learning in the science education classroom can be a notable challenge, as traditional assessments may not provide a comprehensive means for determining the extent of the knowledge garnered by the student. Mamlok-Naaman and coworkers go on to argue that the challenges of measuring learning in this environment have lead educators to consider the development of new assessment tools for student evaluation.

Other scholars examining this issue have made similar observations. For instance, Bybee and Van Scotter (2007) argue that the specific types of learning the take place in the science classroom are often much different from those that take place in other subjects. Specifically, these authors report that science education often requires students to engage in critical thinking and problem solving as principle means to carry out classroom discourse. Although critical thinking should be highlighted in other areas of the curriculum, science is one of the few areas in which it is actively applied. The change in the learning environment will prompt a wide range of responses, which must be effectively and uniformly assessed. Thus, it is not surprising to find that science educators are considering alternative assessments to understand student learning in this environment.

Assessment of Bilingual Students

While the issue of assessment in science education is one that clearly demands alternative assessments for students, it is also important to consider what scholars have noted about the use of assessments with bilingual students. Craig (2001) in her review of assessment practices for ESL learners argues that notable variations on ESL competency in various subjects have been reported in the literature. Because of these variations, Craig insists the assessment of the ESL learner must be a dynamic process that takes into consideration the needs of the student as well as the unique educational environment in which the student receives education. In this context, Craig asserts, ESL assessment must not just consider the mechanics of language and content learning; rather assessment must consider issues such as critical thinking development and analytical skills.

Barlow and Coombe (2000) have also considered the use of alternative assessments for ESL students. In their review of this topic, these authors report that, "In the past decade, educators have come to realize that alternative assessments are an important means to gaining a dynamic picture of students' academic and linguistic development" (p. 2). Barlow and Coombe go on to argue that alternative assessments are especially important to ESL learners because they "focus attention on students can do with the language rather than what they are able to produce or recall" (p. 2). Given that second language acquisition and content learning both require the student to demonstrate a high level of understanding, it Barlow and Coombe contend that the utilization of alternative assessments simply provides educators with a more integral understanding of what students have learned and how they can apply this learning for further educational development.

Alternative Assessments for Bilingual Science Students

With a basic framework for examining the issue provided, it is now possible to consider some of the alternative assessments that have been proposed for bilingual students in the science classroom. Medina-Jerez, Clark and Medina (2007) observe that "A rich amount of research suggests that native-English speaking and linguistically diverse students are equally capable of learning scientific concepts and terminology through collaborative inquiry-based experiences" (p. 54). While the use of these methods can promote increased learning in science, these authors go on to note that the most effective means for assessing outcomes is to use alternative assessments. "Implementing multiple forms of student assessment (e.g., portfolios, performance assessment, community projects, laboratory activities, and presentations) can be good indicators of students' understanding in science" (p. 54). Medina-Jerez and coworkers assert that these assessments may provide the most viable means to access student knowledge and learning that has occurred in the classroom.

Portfolios for Assessment

Given the importance of applying alternative assessments to ESL science learning, it is important to consider what has been noted about the utilization of specific assessments for evaluation. Considering first the use of portfolios for assessment in the science classroom, Gibbs (2004) provides a general overview of the scope and context of portfolios and their application in the classroom. According to this author a portfolio is "a folder -- paper or electronic -- containing a student's work from start to finish" which "allows the teacher and the student to evaluate strengths and weaknesses of various works" (p. 27). Gibbs goes on to argue that "A well-kept portfolio mirrors the comprehension and performance of a student" (p. 27). In the context of assessment, Gibbs asserts, the portfolio enables the educator to effectively evaluate other dimensions of learning such as performance and overall understanding of the material.

Other scholars examining the use and function of portfolios in the process of assessment report that these tools are often diametrically opposed to traditional methods of assessment. Specifically, Luescher and Sinn (2003) make the following observations about the utilization and portfolios: "The portfolio model stands in opposition to a value system that favors the individual measured against his peers. This is the world of standardized or quantitative experience. Instead, the portfolio represents a value system which emphasizes that which is immeasurable: the qualities of experience" (p. 70). Thus, in settings where measurement of applied learning is needed, the portfolio can provide a valuable assessment tool that provides an accurate assessment of student learning. In the context of ESL science students, the challenges associated with assessment in these areas can clearly be aided by the use of an assessment tool that evaluates applied learning and performance.

WebQuests

WebQuests have also been noted to be a viable alternative assessment to evaluate student learning. Providing a review of WebQuests, Maddux and Cummings (2007) report that, "A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation" (p. 117). These authors go on to note that most WebQuests fall into one of two categories: short-term WebQuests that can be completed in one to three periods and focus on knowledge acquisition and integration; and long-term WebQuests that can be completed in a week or a month and focus on extending and refining knowledge. The specific focus and length of the WebQuest will determine its overall use in the assessment of student learning and performance.

A critical review of what has been noted about the structure and purpose of WebQuests demonstrates that these tools have a number of useful purposes in facilitating education and assessment in the science classroom. Specifically, Gaskill, McNulty and Brooks (2006) report that WebQuests rely on a scaffolding structure which enables students to "transform new information and understand it better" (p. 133). These authors go on to report that WebQuests support constructivist learning principles, which "helps learners in the development of social abilities, which is an important skill for achieving goals both inside and outside of classrooms" (p. 133). Additionally, Gaskill and coworkers report that when used as assessments of student learning in the science classroom, WebQuests provide educators with a clear understanding of how student learning has occurred. Thus, data collected during WebQuests can be a valuable resource for evaluating student learning.

Rubrics

Rubrics have also been supported as an important alternative assessment of student learning. Gilmore (2007) in his review of rubrics argues that these tools represent formal criteria that are used to evaluate student work. Specific goals related to the completion of the project are developed and evaluated independently for each student. Reviewing some of the benefits of rubrics, Gilmore reports that these tools provide educators with a means to reduce the uncomfortable feelings associated with making subjective judgments about students' work. Additionally, Gilmore argues that rubrics "support student learning and the development of sophisticated learning skills" (p. 22). Because assessment is predicated upon individual performance and understanding of the material, rubrics represent a unique way for educators to effectively understand how student learning has taken place. Despite their benefits however, Gilmore does note that critics have argued that rubric assessment can be time consuming. With all of the challenges facing educators in the classroom, standardization of assessment has been a boon. Unfortunately rubrics do not provide this benefit.

In an effort to better understand how rubrics can be applied in the science classroom, Fitch (2007) considers the development and use of rubric for evaluating a student's ability to use a light microscope. Fitch demonstrates that by using a rubric, the science teacher can assess a number of areas of student learning. In addition to evaluating student competence with the equipment, the educator can also assess the student's ability to use the equipment for problem solving tasks. In the context of this type of assessment, Fitch argues that the specific outcomes that are achieved in the context of problem solving are not the focus of evaluation. Rather what are important in this context are the manner in which the student approaches the subject and the manner in which the student engages with the problem. Fitch argues that rubric assessment is the most pertinent means to evaluate these types of skills.

Inquiry Projects

Inquiry projects also represent an alternative assessment that can be useful for evaluating ESL students in a science classroom. Singer, Marx, Krajcik, et al., (2000) review inquiry projects by first examining the definition of inquiry. Specifically, these authors report that, "inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work" (p. 165). These authors go on to argue that by using inquiry as a central means to develop science educators are able to "to transform the very heart of students' experiences in science classrooms" (p. 165). In an effort to understand how inquiry projects facilitate education in this environment, Singer and coworkers note the following elements as essential to the inquiry process.

Driving Questions: Singer and coworkers argue that inquiry projects require students to develop driving questions that will serve as the basis for the development of investigation and inquiry. Driving questions that are appropriate for middle school science students include: "What is the quality of water in my river?," "Why do I need to wear a helmet when I ride my bike?," and "Can my friends make me sick?" (p. 168).

Foster Collaborative Learning: Inquiry projects are designed to maximize collaborative learning environments in which students must engage with others in order to garner knowledge. This process facilitates learning, which can be reflected in the outcomes achieved through the inquiry process.

Scaffolding: Inquiry projects also draw on scaffolding, which can be a valuable asset in both learning and evaluation. Singer and coworkers report that inquiry projects are often broad, requiring the student to engage with a wide range of information from a number of disciplines. This process requires the student to use scaffolding. When evaluated, these projects can demonstrate a wide range of learning and knowledge acquired by the student.

Summary/Conclusion

Synthesizing all of the data provided in this investigation, it becomes evident that the utilization of alternative assessments is a viable means to evaluate the performance of students in science classrooms. Further, the data collected here indicates that alternative assessments are also valuable for the assessment of ESL students. Evaluating science learning requires the implementation of new ideas and frameworks that accurately assess student learning. This coupled with the complex issues involved with accurate assessment of ESL students creates a situation in which alternative assessments can provide the most viable means for clearly and accurately evaluating student performance. Thus, given the challenges created in both educational contexts, there is a direct impetus for educators to consider the use of alterative assessments for the ESL science curriculum.

Although there is ample theoretical evidence which suggests that alternative assessments could be a boon for the evaluation of ESL students in a science classroom, the reality is that this link has only been established in theory. To date there is a paucity of empirical data which effectively elucidates the effectiveness of alternative assessments compared to more traditional assessment methods. For this reason, there is a clear need to expand research in this area such that a more integral understanding of the importance of alternative assessments can be delineated. In the end, changes in this area could markedly improve outcomes for students and ensure that educators are able to provide fair and accurate evaluations of complex student learning.