The Effects of Test Translation on Young English Learners’ Mathematics Performance
Datos Bibliográficos
| ID | 9734341 |
|---|---|
| Autores | Joseph P Robinson (0000-0001-7699-2104, autor de correspondencia) |
| Año | 2010 |
| Volumen | 39 |
| Número | 8 |
| Páginas | 582-590 |
| Fecha de publicación | 2010-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x10389811 |
| OpenAlex | W2135950508 |
| Idioma | EN |
| Citas recibidas | 9 |
| Referencias citadas | 36 |
Using a nationally representative sample of kindergarteners and first graders, this study asks if native-language test translations help English language learners (ELLs) demonstrate their mathematics skills. ELLs frequently encounter testing hurdles because they are not proficient in English, the predominant language of assessments. Low scores on these assessments can limit ELLs’ academic opportunities through inappropriate track placements and decreased confidence. This study uses a rigorous quasi-experimental design (regression discontinuity design) and finds that Spanish-speaking ELLs perform significantly better on mathematics assessments when tested in Spanish (instead of English) in kindergarten and first grade (Cohen’s ds > 0.85). Because these and other findings suggest that test translations may provide ELLs with opportunities to demonstrate their mathematics knowledge, policy makers should consider adding translations to the list of available accommodations
Achievement test · Ell · English language · Mathematics education · Regression discontinuity design · Sample (material · Standardized test · Statistics · Teaching method · Test (biology · Vocabulary development · Mathematics · Psychology · Psychometric Methodologies and Testing · School Choice and Performance · Student Assessment and Feedback
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High Stakes Testing
Self-Efficacy
Manipulation of the running variable in the regression discontinuity design
Regression Discontinuity Designs in Economics
Test translation and adaptation in public education in the USA
Three conditions under which experiments and observational studies produce comparable causal estimates
Improving Schooling for Language-Minority Children
The No Child Left Behind Act and English Language Learners
Meaning and Values in Test Validation
Who Is Given Tests in What Language by Whom, When, and Where? The Need for Probabilistic Views of Language in the Testing of English Language Learners
Validity of psychological assessment
The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades
Perceived Self-Efficacy in Cognitive Development and Functioning
From First Grade Forward
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Testing, time limits, and English learners
| Obras citantes distintas | 9 |
|---|---|
| Citas por año | 0,9 |
| Intervalo de citas | 2016 - 2024 (9) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 9 |