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ERIC Number: EJ1087907
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
ISSN: EISSN-2331-186X
Test Language Effect in International Achievement Comparisons: An Example from PISA 2009
Soh, Kaycheng
Cogent Education, v1 n1 Article 955247 2014
International achievement comparison studies assess students on core subjects such as Reading, Mathematics and Science. Students who do not speak the test language at home can be expected to be disadvantaged because of language proficiency. The test language effect has not been given sufficient attention. The present study investigated probable test language effect by using as data the country means reported in Reading, the PISA 2009 Reading. There was a wide range of proportions of non-speaker of test language among the participating countries. The average proportion of test language speakers is 80% with a wide standard deviation of 22%. The Reading mean for test language speakers is 39.2 points greater the that for non-speakers and the effect size is Cohen's "d" = 0.69. An adjusted Reading means to off-set test language effect was suggested. Careful scrutiny of the differences between original and adjusted means indicates that the test language effect is not simply linear. Effectiveness in second-language teaching may account for this complexity. Further research is indicated.
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment; Progress in International Reading Literacy Study; Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A