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
Publication statusPublished - Jan 2013

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

The Effect of Test Translation on the Performance of Second Grade English Learners on the KeyMath-3. / Alt, Mary; Arizmendi, Genesis D.; Beal, Carole R.; Hurtado, J. Sayleen.

In: Psychology in the Schools, Vol. 50, No. 1, 01.2013, p. 27-36.

Research output: Contribution to journalArticle