The Design of Mathematics Testing Accommodations for Second Language Learners: Semiotic Exchangeability of Translation and Illustration Pop-Up Glossaries in Computer-Administered Tests

Autor/inn/en	Solano-Flores, Guillermo; Shyyan, Vitaliy; Chía, Magda; Kachchaf, Rachel
Titel	The Design of Mathematics Testing Accommodations for Second Language Learners: Semiotic Exchangeability of Translation and Illustration Pop-Up Glossaries in Computer-Administered Tests
Quelle	In: International Multilingual Research Journal, 17 (2023) 3, S.177-190 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Solano-Flores, Guillermo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2023.2178216
Schlagwörter	Mathematics Tests; Testing Accommodations; Test Items; Semiotics; Translation; Glossaries; Grade 11; Elementary School Students; Middle School Students; High School Students; Computer Assisted Testing; Second Language Learning; English (Second Language); English Language Learners; Test Construction; Vocabulary; Item Analysis; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Illustrations + Suchen Sie Ihr Suchwort? Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Test content; Testaufgabe; Semiotik; Glossary; Glossar; School year 11; 11. Schuljahr; Schuljahr 11; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Testaufbau; Wortschatz; Itemanalyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Bildliche Darstellung
Abstract	We examined semiotic exchangeability in pop-up glossary translations and illustrations used as supports for second language learners (SLLs) in computer-administered mathematics tests. In a sample of 516 mathematics items, Grades 3-8 and 11, from a large-scale assessment program in the US, test developers identified terms that could be translated and terms that could be illustrated without altering the target constructs. In each item, we examined: number of unique words (w), number of unique terms identified for translation (t), and number of unique terms identified for illustration (i.) Of the 3,186 terms identified for translation or for illustration, only about one sixth were identified both for translation and for illustration. We observed statistically significant "w" and "t" differences attributable to the main effect of depth of knowledge and type of item and statistically significant "i" differences attributable to the main effect of type of item. The correlation of item translatability (T = t/w) and item illustratability (I = i/w) was low for all items combined but higher and statistically significant for some types of items and for greater values of depth of knowledge. We conclude that translation and illustration pop-up glossaries are functionally different sets of semiotic resources that support SLLs in different ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01