Writing Differences in Teacher Performance Assessments: An Investigation of African American Language and Edited American English  

Oleh:

Szpara, Michelle Y. ; Wylie, E. Caroline

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Linguistics (Full Text) vol. 29 no. 2 (Jun. 2008), page 244-266 .
Fulltext: 29,2;244-266.pdf (132.9KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/APL/29 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Differential performance results occur when a specific population subgroup achieves a passing rate which is significantly lower than that of the normative reference group. African Americans do less well, in general, on all types of assessments, including constructed-response tests. The present study examined the writing styles of African American test takers in a National Board for Professional Teaching Standards (NBPTS) portfolio entry from the Middle Childhood/Generalist Certificate, as compared with the writing styles of European American test takers. The use of features other than Edited American English was examined as a possible source of construct-irrelevant variance in assessors' scoring judgments. Thirty-two written commentaries, 18 from African American candidates and 14 from European American candidates, were coded for grammatical, lexical, and discourse features. The coding frame identified features of African American Language (AAL) and Speech Code Errors (SCE). Instances of AAL were fewer than instances of SCE and clustered according to potential users of AAL.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali