Language Effects in International Testing: The Case of PISA 2006 Science Items

Autor/inn/en	El Masri, Yasmine H.; Baird, Jo-Anne; Graesser, Art
Titel	Language Effects in International Testing: The Case of PISA 2006 Science Items
Quelle	In: Assessment in Education: Principles, Policy & Practice, 23 (2016) 4, S.427-455 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2016.1218323
Schlagwörter	International Assessment; Difficulty Level; Test Items; Language Variation; Contrastive Linguistics; Equated Scores; Science Tests; Test Bias; Scientific Literacy; Language Proficiency; Language Role; Translation; Media Adaptation; Computational Linguistics; English; French; Semitic Languages; Testing Problems; Foreign Countries; Achievement Tests; Secondary School Students; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Test content; Testaufgabe; Sprachenvielfalt; Linguistics; Kontrastive Linguistik; Testkritik; Language skill; Language skills; Sprachkompetenz; Medienverwendung; Computerlinguistik; English language; Englisch; Französisch; Arabisch; Hebräisch; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler
Abstract	We investigate the extent to which language versions (English, French and Arabic) of the same science test are comparable in terms of item difficulty and demands. We argue that language is an inextricable part of the scientific literacy construct, be it intended or not by the examiner. This argument has considerable implications on methodologies used to address the equivalence of multiple language versions of the same assessment, including in the context of international assessment where cross-cultural fairness is a concern. We also argue that none of the available statistical or qualitative techniques are capable of teasing out the language variable and neutralising its potential effects on item difficulty and demands. Exploring the use of automated text analysis tools at the quality control stage may be successful in addressing some of these challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01