Students’ Epistemological Resources and Framing of Stoichiometry Assessment Items Across Linguistic Backgrounds: Insights for Equitable Design

Key Points

• This research aims to explore how linguistic backgrounds influence students' understanding and performance in stoichiometry assessments.
• Examined assessment items for linguistic complexity
• Analyzed multilingual learners' interpretations of items
• Assessed how different backgrounds affect reasoning in chemistry
• Identified significant linguistic barriers for multilingual learners
• Found that complexity in item language correlates with performance difficulties
• Revealed differences in epistemological reasoning based on linguistic backgrounds