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.
ASJC Scopus subject areas
- Developmental and Educational Psychology
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 journal › Article