Designing Bilingual Test Items: Teacher’s Strategies
- 10.2991/assehr.k.200406.013How to use a DOI?
- bilingual testing, content assessment, elementary school, teacher strategy
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.
- © 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/).
Cite this article
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 -