Can we change mathematics test items to be more equitable to ELLs? (Part 1 of 3)
Abstract
Throughout the next three issues of the Ohio Journal of School Mathematics, we will be including one article in each issue about English language learners (ELLs) and how to modify mathematics test items to make them more equitable for ELLs. In this first installment, the author summarizes data indicating that ELL students score significantly lower on National Assessment for Educational Progress (NAEP) mathematics items than non-ELL students. Moreover, the author provides a review of literature supporting language modification of mathematics test items.References
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Mahoney, K. (2008). Linguistic Influences on Differential Item Functioning For Second Language Learners on the National Assessment of Educational Progress. International Journal of Testing,8(1), 14-33. doi:10.1080/15305050701808615
Sato, E., Rabinowitz, S., Gallagher, C., & Huang, C. (2010, June). Accommodations for English language learner students: The effect of linguistic modification of math test item sets (Rep. No. NCEE 2009-4079). Retrieved from https://eric.ed.gov/?id=ED510556 (ERIC Document Reproduction Service)
Wolf, M. K., & Leon, S. (2009). An Investigation of the Language Demands in Content Assessments for English Language Learners. Educational Assessment, 14(3-4), 139-159. doi:10.1080/10627190903425883
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Copyright (c) 2019 Brooke Norval
