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

Đã lưu trong:

Chi tiết về thư mục
Xuất bản năm:	Education Sciences vol. 15, no. 12 (2025), p. 1668-1687
Tác giả chính:	Kowalkowski, Holland P
Tác giả khác:	Palma, Jose, Herrera, Cinthia B, Baker, Doris Luft, Wu Zhongdi, Larson, Eric C
Được phát hành:	MDPI AG
Những chủ đề:	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
Truy cập trực tuyến:	Citation/Abstract Full Text + Graphics Full Text - PDF
Các nhãn:	Thêm thẻ Không có thẻ, Là người đầu tiên thẻ bản ghi này!

Miêu tả
Bài tóm tắt:	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.
số ISSN:	2227-7102 2076-3344
DOI:	10.3390/educsci15121668
Nguồn:	Education Database