Rights statement: This is the peer reviewed version of the following article: Afitska, O, Heaton, TJ. Mitigating the effect of language in the assessment of science: A study of English‐language learners in primary classrooms in the United Kingdom. Science Education. 2019; 1– 27. https://doi.org/10.1002/sce.21545 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1002/sce.21545 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.
Accepted author manuscript, 2.02 MB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
<mark>Journal publication date</mark> | 1/11/2019 |
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<mark>Journal</mark> | Science Education |
Issue number | 6 |
Volume | 103 |
Number of pages | 27 |
Pages (from-to) | 1396-1422 |
Publication Status | Published |
Early online date | 30/08/19 |
<mark>Original language</mark> | English |