ABSTRACT

Fair educational assessment in linguistically diverse contexts poses new challenges which call for the need to evaluate the impact of context-related language factors on student performance. Based on data from the Basque Autonomous Community in Spain, this research analyses the effect of different factors on a mathematics achievement test. Using generalised linear mixed models, the results explain differences in achievement among student groups based on home language, educational linguistic model, and test language through sociolinguistic status variables and correspondence between home language and test language. The paper highlights the importance of language-related factors and points out that achievement test scores in linguistically diverse contexts should be interpreted with caution to avoid unfair comparisons.

摘要

在语言多样的环境中进行公平的教育评估提出了新的挑战，这就要求有必要评估与环境有关的语言因素对学生表现的影响。基于西班牙巴斯克自治区的数据，本研究分析了不同因素对数学成绩测验的影响。使用广义线性混合模型，结果通过社会语言状态变量以及家庭语言和测试语言之间的对应关系，解释了基于家庭语言，教育语言模型和测试语言的学生群体之间的成就差异。本文强调了与语言相关的因素的重要性，并指出在语言多样的环境中成绩测验的分数应谨慎解释，以避免不公平的比较。