Linking Cross-Lingual Achievement Tests in the United States: A Need for Improved Practices

• In Event: Roundtable Session 14
  In Roundtable Session: Evaluating Measurement Invariance

Abstract

The No Child Left Behind legislation permits native language assessments for non-English speaking examinees. However, the requisite assumptions for linking translated tests to the English versions of state achievement tests are quite strong. The purpose of this study was to evaluate whether state testing programs are providing the necessary evidence to support the comparability of cross-lingual assessments. Of the 14 states that offer native language exams, adequate translation procedures, as well as evaluation of construct bias (examined by four states), method bias (examined by zero states), and differential item functioning (examined by four states) were found to be lacking. Our analysis suggests that better practices by state departments are necessary to improve the linking of cross-lingual state achievement tests.

Authors

• Milagros F. Kudo, University of California – Riverside

• Joseph A. Rios, Educational Testing Service