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Educational assessment issues in linguistically diverse contexts

Educational assessment issues in linguistically diverse contexts : A case study using a generalised linear mixed model

 Elosua, Paula
 Routledge, 2020
 UK Limited : Pages 305-318 English ISSN: 07908318
Educational evaluationLanguage diversityĐa dạng ngôn ngữĐánh giá giáo dục
Tác giả CN Elosua, Paula
Nhan đề Educational assessment issues in linguistically diverse contexts : A case study using a generalised linear mixed model / Paula Elosua, Paul De Boeck.
Thông tin xuất bản UK Limited : Routledge, 2020
Mô tả vật lý Pages 305-318
Tóm tắt Fair educational assessment in linguistically diverse contexts poses new challenges which call for the need to evaluate the impact of context-related language factors on student performance. Based on data from the Basque Autonomous Community in Spain, this research analyses the effect of different factors on a mathematics achievement test. Using generalised linear mixed models, the results explain differences in achievement among student groups based on home language, educational linguistic model, and test language through sociolinguistic status variables and correspondence between home language and test language. The paper highlights the importance of language-related factors and points out that achievement test scores in linguistically diverse contexts should be interpreted with caution to avoid unfair comparisons.
Thuật ngữ chủ đề Educational evaluation
Thuật ngữ chủ đề Language diversity
Từ khóa tự do Đa dạng ngôn ngữ
Từ khóa tự do Đánh giá giáo dục
Tác giả(bs) CN Boeck, Paul De
Tác giả(bs) TT Taylor & Francis Group
Nguồn trích Language, Culture and Curriculum- Volume 33, 2020 - Issue 3
Tệp tin điện tử https://doi.org/10.1080/07908318.2019.1662432
MARC
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300[ ] |a Pages 305-318
520[ ] |a Fair educational assessment in linguistically diverse contexts poses new challenges which call for the need to evaluate the impact of context-related language factors on student performance. Based on data from the Basque Autonomous Community in Spain, this research analyses the effect of different factors on a mathematics achievement test. Using generalised linear mixed models, the results explain differences in achievement among student groups based on home language, educational linguistic model, and test language through sociolinguistic status variables and correspondence between home language and test language. The paper highlights the importance of language-related factors and points out that achievement test scores in linguistically diverse contexts should be interpreted with caution to avoid unfair comparisons.
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650[0 0] |a Language diversity
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710[ ] |a Taylor & Francis Group
773[ ] |t Language, Culture and Curriculum |g Volume 33, 2020 - Issue 3
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