Designing Bilingual Test Items: Teacher’s Strategies

DOI

10.2991/assehr.k.200406.013How to use a DOI?

Keywords

bilingual testing, content assessment, elementary school, teacher strategy

Abstract

The study is aimed at exploring teacher’s strategies in designing bilingual test items in science and mathematics. Through employing a qualitative approach and using an interview to collect the data, the study involves an elementary teacher in a private school that implements a bilingual program in the classroom. The study reveals several findings: 1) the teacher uses a simplified language for the items; 2) given students’ barrier in terms of understanding specific terms, the teacher aids the students by using L1 to ensure students’ understanding; 3) because of students’ limited English proficiency, the teacher cautiously chooses the familiar words in the items to be translated into English; 4) the teacher seeks help to ensure the test items are understandable.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Euis Yuyun
AU  - Yanty Wirza
PY  - 2020
DA  - 2020/04/09
TI  - Designing Bilingual Test Items: Teacher’s Strategies
BT  - Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)
PB  - Atlantis Press
SP  - 63
EP  - 67
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200406.013
DO  - 10.2991/assehr.k.200406.013
ID  - Yuyun2020
ER  -