ERIC Number: EJ1152203
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Leveling the Playing Field: Graphical Aids on Mathematics Tests
Jiménez, Albert M.; Nixon, Casey B.; Zepeda, Sally J.
Bilingual Research Journal, v40 n3 p262-273 2017
This research suggests that structural accommodation can be implemented during the construction phase of standardized mathematics examinations. Data from a racially diverse district in the United States are used to compare student performance on questions with and without graphical aids. Findings suggest that mathematics questions possessing helpful graphical aids significantly reduce the performance gap between ELLs and non-ELLs. Differential Item Functioning (DIF) analysis flagged 32 items, with just five containing a helpful graphical aid. Interestingly, these five all had negative coefficients favoring ELLs. As graphical aids are implemented in the construction phase of standardized testing, test score validity issues associated with typically used ELL accommodations are minimized. This research suggests that more useful graphical aids should be used when constructing mathematics examinations for elementary school students.
Descriptors: Mathematics Tests, Visual Aids, English Language Learners, Elementary School Students, Scores, Validity, Standardized Tests, School Districts, Student Diversity, Comparative Analysis, Test Items, Item Analysis, Graphs, Correlation, Testing Accommodations, Test Construction, Statistical Analysis, English (Second Language), Second Language Learning, Second Language Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A