Advancing Formative Assessment: Using Natural Language Processing Within a Sociocultural Context to Measure Multilingual Student Science Word Knowledge

保存先:

書誌詳細
出版年:	Education Sciences vol. 15, no. 12 (2025), p. 1668-1687
第一著者:	Kowalkowski, Holland P
その他の著者:	Palma, Jose, Herrera, Cinthia B, Baker, Doris Luft, Wu Zhongdi, Larson, Eric C
出版事項:	MDPI AG
主題:	Teaching Students Cognitive development Influence Teachers Cognition & reasoning System theory Science education Cultural factors Knowledge Vocabulary development Linguistics Learning Language Literacy Sociocultural factors Formative evaluation Automation Ecosystems Artificial intelligence Natural language processing Integrated approach Multilingualism Social factors Multiculturalism & pluralism Mixed methods research Socioeconomic factors Oral Language Educational Research Academic Achievement School Administration Language Patterns Interpersonal Relationship Educational Assessment Language Processing Learner Engagement Language Usage Influence of Technology Learning Strategies Cultural Background Learning Theories Middle Schools Feedback (Response) Data Analysis Learning Readiness Academic Standards
オンライン･アクセス:	Citation/Abstract Full Text + Graphics Full Text - PDF
タグ:	タグ追加タグなし, このレコードへの初めてのタグを付けませんか!

その他の書誌記述
抄録:	This study investigates how natural language processing (NLP) can support the assessment and learning of science vocabulary among multilingual and multicultural learners, drawing on data from two federally funded studies in the United States. Students define and use target vocabulary in a sentence, with responses transcribed and scored using NLP tools. Employing a mixed-methods design and guided by established socioecological theoretical frameworks, we examine how students’ sociocultural contexts and background knowledge influence their understanding of science word knowledge and applicability. Our findings highlight both the potential and challenges of using AI tools in equitable and culturally responsive ways, offering insights to improve NPL-based assessment tools that support literacy teaching and learning in diverse student populations.
ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15121668
ソース:	Education Database