Towards More Multilingual Practices in the Mathematics Assessment of Young Refugee Students: Effects of Testing Language and Validity of Parental Assessment

Autor/inn/en	Attar, Zahraa; Blom, Elma; Le Pichon, Emmanuelle
Titel	Towards More Multilingual Practices in the Mathematics Assessment of Young Refugee Students: Effects of Testing Language and Validity of Parental Assessment
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1546-1561 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Attar, Zahraa) ORCID (Blom, Elma) ORCID (Le Pichon, Emmanuelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1779648
Schlagwörter	Refugees; Multilingualism; Language Role; Second Language Learning; Language Tests; Language Proficiency; Parent School Relationship; Cultural Differences; Parent Attitudes; Mathematics Achievement; Mathematics Skills; Native Language; Language of Instruction; Scores; Mathematics Tests; Culture Fair Tests; Foreign Countries; Track System (Education); Elementary School Students; Secondary School Students; Semitic Languages; Netherlands; Syria + Suchen Sie Ihr Suchwort? Flüchtling; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Kultureller Unterschied; Elternverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Teaching language; Unterrichtssprache; Ausland; Leistungsgruppe; Leistungsdifferenzierung; Sekundarschüler; Arabisch; Hebräisch; Niederlande; Syrien
Abstract	The study focuses on the assessment of young refugee students, and the role of language and parents therein. Low achievement at tests can stem from lack of knowledge of the content being tested. However, it can also be due to low proficiency in the language of testing. Additionally, poor communication between refugee parents and schools caused by language or cultural differences may lead to underestimation of children's potential. We investigated, first, to what extent the language factor affects the performance of young Syrian refugee students in the Netherlands in mathematics and, second, the validity of parents' judgements of their children's mathematics ability. A linear mixed-effects model with random intercepts per participant was used to analyze the data. Results showed that the students performed significantly better in their mother tongue than in the school language. Additionally, parents' ratings of their children's mathematics ability correlated significantly with the mathematics scores on both versions of the tests. The study confirms the value of linguistically appropriate assessments and parental assessment when accommodating refugee students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01