Linguistic Influences on Cognitive Test Performance: Examinee Characteristics Are More Important than Test Characteristics

Autor/inn/en	Cormier, Damien C.; Bulut, Okan; McGrew, Kevin S.; Kennedy, Kathleen
Titel	Linguistic Influences on Cognitive Test Performance: Examinee Characteristics Are More Important than Test Characteristics
Quelle	In: Journal of Intelligence, 10 (2022), Artikel 8 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cormier, Damien C.) ORCID (Bulut, Okan)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Language Tests; English (Second Language); Second Language Learning; Culture Fair Tests; Intelligence Tests; Best Practices; Test Construction; Language Skills; Scoring; Testing; Test Interpretation; School Psychologists; Student Characteristics; Cognitive Ability; Cognitive Tests; Oral Language; Comparative Analysis; Psychometrics; English Language Learners; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Intelligence test; Intelligenztest; Testaufbau; Language skill; Sprachkompetenz; Bewertung; Testdurchführung; Testen; Test analysis; Testauswertung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Denkfähigkeit; Kognitiver Fähigkeitstest; Oral interpretation; Mündlicher Sprachgebrauch; Psychometry; Psychometrie
Abstract	Consideration of the influence of English language skills during testing is an understandable requirement for fair and valid cognitive test interpretation. Several professional standards and expert recommendations exist to guide psychologists as they attempt to engage in best practices when assessing English learners (ELs). Nonetheless, relatively few evidence-based recommendations for practice have been specified for psychologists. To address this issue, we used a mixed-effects modeling approach to examine the influences of test characteristics (i.e., test directions) and examinee characteristics (i.e., expressive and receptive language abilities) on cognitive test performance. Our results suggest that language abilities appear to have a significant influence on cognitive test performance, whereas test characteristics do not influence performance, after accounting for language abilities. Implications for practice include the assessment of expressive and receptive language abilities of EL students prior to administering, scoring, and interpreting cognitive test scores. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: indexing@mdpi.com; e-mail: jintelligence@mdpi.com; Web site: https://www.mdpi.com/journal/jintelligence
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01