ABSTRACT

Increasing linguistic diversity in classrooms has led researchers to examine the validity and fairness of standardized achievement tests, specifically concerning whether test score interpretations are free of bias and score use is fair for all students. This study examined whether mathematics achievement test items that contain complex language function differently between two language subgroups: native English speakers (EL1, n= 1 000), and English language learners (ELL, n= 1 000). Confirmatory Differential Item Functioning (DIF) analyses using a SIBTEST were performed on 28 mathematics assessment items. Eleven items were identified to have complex language features, and DIF analyses revealed that seven of these items (63%) favored EL1s over ELLs. Effect sizes were moderate (0.05 ≤${\hat{\beta }}_{uni}$<0.10) for six items, and marginal (${\hat{\beta }}_{uni}$<0.05) for one item. This paper discusses validity issues with math achievement test items assessing ELLs and calls for careful test development and instructional accommodation in the classroom.

摘要

教室中越来越多的语言多样性导致研究人员研究标准化成绩测试的有效性和公平性，特别是关于考试成绩解释是否没有偏见以及分数使用是否对所有学生都公平的问题。这项研究检查了包含两种语言的复杂功能的数学成绩测试项目是否在两个语言子组之间有所不同：以英语为母语的使用者（EL1，n = 1 000）和英语学习者（ELL，n = 1 000）。使用SIBTEST对28个数学评估项目进行了验证性差异项功能（DIF）分析。确定了11个项目具有复杂的语言功能，DIF分析显示，其中7个项目（63％）比ELs更偏爱EL1。效果大小适中（0.05≤${\hat{\beta }}_{üñ\mathrm{一世}}$<0.10）的六个项目，边际（${\hat{\beta }}_{üñ\mathrm{一世}}$<0.05）一项。本文讨论了评估ELL的数学成绩测试项目的有效性问题，并呼吁在教室中谨慎进行测试开发和教学。