Incongruence Between Native and Test Administration Languages: Toward Equal Opportunity in International Literacy Assessment

• In Event: 52.084 - Roundtable Session 20
  In Roundtable Session: 52.084-18 - International Global Perspectives

Abstract

The purpose of this study was to determine the extent to which students’ language status corresponded to the Program for International Student (PISA) test administration languages and to obtain evidence about the legitimacy of students’ performance on the 2012 PISA reading literacy results by comparing these to findings from the 2009 PISA administration. Findings showed that non-OECD economies scored lower than OECD counterparts. Greater variability persisted in 2012 than in 2009. The effect of language status on reading literacy was significant in 19 out of 34 OECD countries and significant in 13 out of 31 non-OECD countries. Fewer economies had a significant effect of language status on reading literacy in 2012 than 2009. Implications for the field are outlined.

Authors

• Patriann Smith, Texas Tech University

• Jaehoon Lee, Texas Tech University

• Rong Chang, University of Houston

• Alex Kumi-Yeboah, University at Albany - SUNY