The Effect of Linguistics in English Language Learners' Mathematics Assessment: A Differential Item Functioning Analysis

• In Event: Assessments in STEM Education in the Public School Classroom

Abstract

This study utilized a confirmatory approach to detect Differential Item Functioning (DIF), on a standardized assessment of mathematics. It was hypothesized that the complexity of language in a group of items would collectively amplify the differential effects of the test between ELLs and non-ELLs. Significant DIF was found in seven items that contained complex language. Patterns of linguistic complexity revealed that all items containing abstract presentations, passive voice, and unfamiliar non-math specific vocabulary demonstrated significant DIF. Although provisions exist to accommodate testing that is valid and reliable for all students, this study demonstrates that potential sources of bias in the testing of ELL students remains an issue that should be considered when planning assessment and programming for these students.

Authors

• Stephanie Buono, University of Toronto

• Eunice Eunhee Jang, University of Toronto