Evaluating Cultural and Linguistic Load of IQ Scores for English Language Learners

Autor/inn/en	Calderón-Tena, Carlos O.; Styck, Kara M.; Vega, Desireé; Kranzler, John H.
Titel	Evaluating Cultural and Linguistic Load of IQ Scores for English Language Learners
Quelle	In: International Journal of School & Educational Psychology, 10 (2022) 1, S.46-62 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Calderón-Tena, Carlos O.) ORCID (Styck, Kara M.) ORCID (Vega, Desireé)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2020.1803164
Schlagwörter	Cultural Awareness; Second Language Learning; Second Language Instruction; English (Second Language); Language Tests; Scores; English Language Learners; School Psychologists; Student Diversity; Counseling Services; Achievement Tests; Accuracy; Intelligence Tests; Native Speakers; Comparative Analysis; Kindergarten; Elementary Secondary Education; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Intelligence test; Intelligenztest; Muttersprachler
Abstract	The assessment of culturally and linguistically diverse (CLD) students, including students who are learning English as a second language (English language learners, ELL), is a challenge for many school psychologists who have limited training and practice opportunities with students from these populations. According to the National Center for Education Statistics, the percentage of racial/ethnic minority students enrolled in kindergarten through high school in the U.S. was 50% in 2014; and, the percentage of students who were learning English as a second language constituted 9.4% in 2014. Given the diverse demographics in public schools, the provision of state-of-the-art psychological services to children and youth from CLD backgrounds is an increasingly important concern. The present study evaluated the degree to which the Woodcock-Johnson III Cognitive Culture-Language Interpretive Matrix (C-LIM) accurately distinguishes between test scores of English-speakers and English language learners. Prior research has indicated that the C-LIM may not accurately measure the cultural and linguistic demand of standardized tests as intended. Results of the present study indicated that C-LIM individual decisions have low accuracy. Implications for school and educational psychology researchers and practitioners are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01