Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom

Afitska, O. orcid.org/0000-0002-6798-6279 and Heaton, T.J. (2019) Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom. Science Education, 103 (6). pp. 1396-1422. ISSN 0036-8326

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Copyright, Publisher and Additional Information: © 2019 Wiley Periodicals, Inc. This is an author-produced version of a paper subsequently published in Science Education. Uploaded in accordance with the publisher's self-archiving policy.
Keywords: assessment; ELL; generalized‐linear model; primary education; random effects; science
Dates:
  • Accepted: 18 July 2019
  • Published (online): 30 August 2019
  • Published: November 2019
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Arts and Humanities (Sheffield) > School of English (Sheffield)
The University of Sheffield > Faculty of Science (Sheffield) > School of Mathematics and Statistics (Sheffield)
Depositing User: Symplectic Sheffield
Date Deposited: 23 Jan 2020 14:59
Last Modified: 30 Aug 2020 00:38
Status: Published
Publisher: Wiley
Refereed: Yes
Identification Number: https://doi.org/10.1002/sce.21545
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