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ERIC Number: ED464111
Record Type: Non-Journal
Publication Date: 2002-Apr
Pages: 44
Abstractor: N/A
Reference Count: N/A
Study of a Dual Language Test Booklet in 8th Grade Mathematics.
Duncan, Teresa Garcia; Parent, Lourdes del Rio; Chen, Lee; Ferrara, Steve; Johnson, Eugene
This study addressed the effectiveness of a Spanish-English dual language (DL) test booklet in eighth-grade mathematics. The inclusion criteria of the National Assessment of Educational Progress were used to identify students who would qualify for an accommodation like the DL booklet. Incentives (periodicals, software, and study data) were used to secure the participation of 10 schools and a sample of 402 eighth graders. Results of the quantitative analyses illustrate the complexity of evaluating the effectiveness of an accommodation. The complex study suggested that inclusion and accommodation policies must carefully weigh the advantages of the precision in classification offered by additional or alternative inclusion criteria with the burden those criteria would place on schools and districts. Quantitative analysis indicated that the dual language booklet has a slight negative effect on students with higher levels of English proficiency. Overall, 68 students participated in focus groups, and these groups showed that students viewed the DL booklet favorably. All students considered the availability of the second language a benefit. Eighteen students participated in the cognitive interviews, and their responses resulted in some suggestions for the preparation of translated test booklets. It is suggested that bilingual mathematics teachers be included in the translation team and that qualitative methods be used to determine how students respond to translated tests. Study results should be useful to those planning to provide testing accommodations to English language learners. (Contains 8 tables and 12 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A