The Effect of Test Translation on the Performance of Second Grade English Learners on the KeyMath-3

Mary Alt, Genesis D. Arizmendi, Carole R. Beal, J. Sayleen Hurtado

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

This study was conducted to determine whether Spanish-enhanced administration of a standardized math assessment would result in improved scores for English Learners who used Spanish as a heritage language. Twenty-one typically developing second-graders (English Learners) were administered the traditional KeyMath-3. If the child made an error on an item, a Spanish version of the item was presented. Difference scores were calculated to determine whether the Spanish-enhanced version resulted in improved scores. Data were analyzed using paired t-tests and simple regression. The data results showed that all children significantly benefited from the Spanish-enhanced administration of items answered incorrectly in English. The amount of benefit was predicted by a child's degree of Spanish dominance. It was concluded that standardized math tests that do not accommodate second-language learners may be inadvertently testing language skills in addition to math skills. Implications for assessment and interpretations of assessments are discussed.

Original languageEnglish (US)
Pages (from-to)27-36
Number of pages10
JournalPsychology in the Schools
Volume50
Issue number1
DOIs
StatePublished - Jan 1 2013

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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