Mixed-Methods Inquiry into Equitable Assessment: Data Literacy among Culturally and Linguistically Diverse Students

• In Event: AERA Roundtable Session Sunday 9:45 am - Gold 4
  In Roundtable Session: Applications of mixed methods research: Designs tailored to unique contexts

Abstract

This mixed-methods study investigates the fairness and reliability of the Data Literacy Assessment for Middle Graders among culturally and linguistically diverse students. Guided by Evidence-Centered Design and Bourdieu’s theory of cultural capital, the study integrates quantitative analyses of differential item functioning with qualitative expert reviews of linguistic and cultural bias. Item Response Theory models showed strong reliability, and no DIF was found after statistical adjustments. However, expert reviews identified potential linguistic and cultural barriers in item content. These findings highlight the importance of integrating fairness considerations into assessment design to ensure accessibility for diverse learners. The study contributes to the development of equitable assessment practices in data literacy education for middle-grade classrooms.

Author

• Semi J. Yeom, Defense Language Institute