NotesFAQContact Us
Search Tips
ERIC Number: ED404176
Record Type: Non-Journal
Publication Date: 1995-Jul
Pages: 271
Abstractor: N/A
Reference Count: N/A
Language Background as a Variable in NAEP Mathematics Performance. NAEP TRP Task 3d: Language Background Study. Final Deliverable.
Abedi, Jamal; And Others
This study examines the linguistic features of the National Assessment of Educational Progress (NAEP) mathematics test items and investigates the significance of language-related variables for NAEP's assessment in the content area of mathematics. The continuing increase in the number of language minority students in classrooms nationwide has brought the issue of language impact on assessments to the forefront. The goals of this study were to explore whether NAEP data confirmed that language background significantly affects mathematics item performance, and to discover whether revisions of the language in the items had an effect on student performance. The study was conducted in two phases: (1) analysis of extant data from the NAEP main assessments in 1990 and 1992, and (2) field research in which linguistically complex items and their revised counterparts were administered to eighth grade students in the greater Los Angeles (California) area. Phase two consisted of three studies: (1) a Student Perceptions Study, (2) an Accuracy Test Study, and (3) a Speed Test Study. Analysis of existing NAEP data and results of the Student Perceptions Study revealed significant effects of language background on performance. The results of the Accuracy Test Study and the Speed Test Study showed no significant differences. The precise nature of the interaction between linguistic discussions and other background variables is complex and warrants further research. Ultimately, this study shows the interaction between language and mathematics is real. Contains 109 references. (DDR)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress