Do State-Mandated Assessments Measure English Learners' Knowledge of Math? Differential Item Functioning Analyses With Three English Proficiency Levels

• In Event: Inclusion and Accessibility in Educational Assessment SIG (#96) Paper Session

Abstract

Educators have constantly claimed that there are language barriers for ELs when taking state-mandated assessments, although several DIF studies tell otherwise. The authors, understanding the heterogeneity of ELs in terms of their English language proficiency, conducted DIF analyses on the 2018 state-mandated math test with non-ELs (N=2194) as a reference group and ELs (N=2317) as focal groups by grouping ELs into three groups based on their English proficiency level as determined by ELPA21. Mentel-Haenzel procedure was used to detect DIF. The analysis exhibited DIF against ELs with the lowest English proficiency (ELlevel 1) on 13 out of 60 items while the DIF analyses with ELall, ELlevel2, and ELLevel3 detected only one DIF, supporting that group difference exists among ELs.

Authors

• GoMee Park, University of Texas - Rio Grande Valley
  Presenting Author

• Catherine Welch, University of Iowa
  Presenting Author

• Jinmin Chung, University of Iowa
  Presenting Author