The Effect of Linguistic Complexity on Math Word Problem Solving Tests: Multigroup Generalizability Analyses

• In Event: Assessment of Special Populations

Abstract

The long standing concern about test validity for English Language Learners (ELLs) is that language skills are confounded with assessments due to their lack of English proficiency. The current study examined the effect of the linguistic complexity of items on Math word problem solving tests for ELLs in terms of test reliability and standard error of measurement using generalizability theory. The preliminary finding is that the generalizability coefficient significantly jumped up for the ELL group when adding more items underlying no linguistic complexity. The standard error of measurement decreased the most when adding more items underlying no linguistic complexity in compared to when increasing the number of items having the linguistic complexity.

Authors

• Ja Young Kim, ACT, Inc.

• Kathleen Banks, University of Iowa

• Robert L. Brennan, University of Iowa