Academic Journal
Differential effects of writing prompts on English language learners: evidence from the NAEP writing assessment.
| Τίτλος: | Differential effects of writing prompts on English language learners: evidence from the NAEP writing assessment. |
|---|---|
| Συγγραφείς: | Mo, Ya1,2 (AUTHOR) yzm0043@auburn.edu, Deng, Qizhen3 (AUTHOR), Wright, Katherine4 (AUTHOR), Habing, Brian2,5 (AUTHOR), Sedransk, Nell2 (AUTHOR) |
| Πηγή: | Language & Education: An International Journal. Jul2026, Vol. 40 Issue 4, p959-979. 21p. |
| Θεματικοί όροι: | *Differential item functioning (Research bias), *Limited English-proficient students, *Evaluators, *Sociocultural factors, *Content analysis, *Discourse, *Student assignments, *Assessment of education |
| Εταιρία/Οντότητα: | National Assessment of Educational Progress (Project) |
| Περίληψη: | This study examines the influence of writing prompts on English Language Learners' (ELLs) writing performance using the 2007 and 2011 National Assessment of Educational Progress (NAEP) writing assessment data. The study first utilizes differential item functioning (DIF) analysis to identify NAEP prompts that favor ELL or non-ELL students and then explores how expert ratings, combined with automated evaluations, can help identify aspects of prompts that lead to the advantages and disadvantages for these student populations. Results suggest that three prompts exhibited evidence indicative of DIF favoring non-ELLs, and three prompts showed patterns consistent with favoring ELLs. Results reveal the prompts indicated as favoring either ELL or non-ELL students differed in the explicitness of discourse mode, adequate culturally relevant context or explanations of cultural phenomena, and prompt wording and structure. Automated textual analysis results highlight the importance of the words in prompts being concrete and specific and the text being coherent while avoiding making sentences conceptually different. Experts' reviews underscore the importance of making the discourse mode explicit and provide sufficient background information to prepare students with topical knowledge for each prompt. Lastly, the study shows that expert judgments and automated textual analysis can complement each other to investigate prompt features. [ABSTRACT FROM AUTHOR] |
| Βάση Δεδομένων: | Academic Search Index |
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