ERIC Number: EJ1457027
Record Type: Journal
Publication Date: 2025
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1756-1108
Available Date: N/A
Enhancing the Accessibility of Chemistry Assessments for Multilingual Learners: Understanding Challenging Features in Assessment Items
Chemistry Education Research and Practice, v26 n1 p126-140 2025
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.
Descriptors: Multilingualism, Second Language Learning, Language Proficiency, Syntax, Vocabulary Development, Chemistry, Scientific Literacy, Science Education, Culture Fair Tests, Science Tests, Test Construction, Test Items, Barriers, Learning Processes, Equal Education, Metacognition, Layout (Publications), Undergraduate Students, Foreign Students, English (Second Language), Student Characteristics, Introductory Courses
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A