Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts

Cardozo-Gaibisso, Lourdes; Hodges, Georgia Wood; Mardones-Segovia, Constanza; Cohen, Allan S.

doi:10.3390/educsci14101068

Open AccessArticle

Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts

by

Lourdes Cardozo-Gaibisso

^1,*,

Georgia Wood Hodges

²

,

Constanza Mardones-Segovia

³

and

Allan S. Cohen

³

¹

Department of English, Mississippi State University, Starkville, Mississippi State, MS 39762, USA

²

Department of Mathematics, Science, and Social Studies Education, University of Georgia, Athens, GA 30602, USA

³

Department of Educational Psychology, University of Georgia, Athens, GA 30602, USA

^*

Author to whom correspondence should be addressed.

Educ. Sci. 2024, 14(10), 1068; https://doi.org/10.3390/educsci14101068

Submission received: 31 July 2024 / Revised: 15 September 2024 / Accepted: 20 September 2024 / Published: 29 September 2024

(This article belongs to the Special Issue Second Language Learning: Theories and Practices)

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Abstract

Evaluating science learning through written assessments for Multilingual Learners (MLs) can offer a critical source of information for educators aiming to adopt culturally and linguistically sustaining practices. However, without careful planning and design, written assessments for MLs can yield unreliable data. This conceptual article addresses this challenge by first examining the complexities of the written language of science and its impact on student learning. It then explores current literature and presents the Multidimensional Assessment Performance Analysis (MAPA) framework, a multimodal model for analyzing writing answers in multilingual educational contexts. MAPA integrates Systemic Functional Linguistics (SFL) to evaluate language use and Topic Models to allocate students based on their cognitive reasoning and thinking patterns. The article concludes with recommendations for classroom teachers and researchers to enhance assessment practices in science education for MLs.

Keywords: multilingual learners; culturally and linguistically sustaining pedagogies; language of science; functional language; multidimensional assessment performance analysis

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MDPI and ACS Style

Cardozo-Gaibisso, L.; Hodges, G.W.; Mardones-Segovia, C.; Cohen, A.S. Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts. Educ. Sci. 2024, 14, 1068. https://doi.org/10.3390/educsci14101068

AMA Style

Cardozo-Gaibisso L, Hodges GW, Mardones-Segovia C, Cohen AS. Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts. Education Sciences. 2024; 14(10):1068. https://doi.org/10.3390/educsci14101068

Chicago/Turabian Style

Cardozo-Gaibisso, Lourdes, Georgia Wood Hodges, Constanza Mardones-Segovia, and Allan S. Cohen. 2024. "Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts" Education Sciences 14, no. 10: 1068. https://doi.org/10.3390/educsci14101068

APA Style

Cardozo-Gaibisso, L., Hodges, G. W., Mardones-Segovia, C., & Cohen, A. S. (2024). Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts. Education Sciences, 14(10), 1068. https://doi.org/10.3390/educsci14101068

Note that from the first issue of 2016, this journal uses article numbers instead of page numbers. See further details here.

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Multidimensional Assessment Performance Analysis: A Framework to Advance Multilingual Learners’ Scientific Equity in K-12 Contexts

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