Assessment Accommodations for Multilingual Learners: Pupils' Perceptions of Fairness

Autor/inn/en	De Backer, Fauve; Slembrouck, Stef; Van Avermaet, Piet
Titel	Assessment Accommodations for Multilingual Learners: Pupils' Perceptions of Fairness
Quelle	In: Journal of Multilingual and Multicultural Development, 40 (2019) 9, S.833-846 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1571596
Schlagwörter	Multilingualism; Testing Accommodations; Mathematics Tests; Culture Fair Tests; Grade 5; Elementary School Students; Student Attitudes; Test Construction; Language Proficiency; Language Acquisition; Second Language Learning; Inclusion; Indo European Languages; Foreign Countries; Language of Instruction; Belgium + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; School year 05; 5. Schuljahr; Schuljahr 05; Schülerverhalten; Testaufbau; Language skill; Language skills; Sprachkompetenz; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Inklusion; Indoeuropäisch; Ausland; Teaching language; Unterrichtssprache; Belgien
Abstract	A challenge in designing tests is ensuring fairness for all test takers. Pupils who are not yet sufficiently proficient in the language of schooling taking a test that was designed for native speakers is unfair, since they will not be able to demonstrate their true abilities (Abedi, J., and C. Lord. 2001. "The Language Factor in Mathematics Tests." Applied Measurement in Education 14 (3): 219-234.). Multilingual pupils should be provided with accommodations to overcome these challenges but most studies on assessment accommodations for multilingual pupils focus on effectiveness and validity, rather than on fairness (Li, H., and H. K. Suen. 2012. "Are test accommodations for English language learners fair?" Language Assessment Quarterly 9 (3): 293-309). This study fills a gap in current research by viewing accommodation practices through an insiders' lens. Pupils (n = 35) in the fifth grade of primary education were interviewed about a hypothetical test situation which displayed a range of accommodations. Pupils interpret the benefits of accommodations as leading towards more inclusion, as contributing to better understanding, and as increasing learning of both L1 and L2. Results contribute to the fairness debate on which pupils should be given accommodations and who should not. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01