Considerations for Providing Test Translation Accommodations to English Language Learners on Common Core Standards‐Based Assessments

Türkan, Sultan; Oliveri, María Elena

doi:10.1002/ets2.12003

Cited by 5 publications

(2 citation statements)

References 30 publications

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“…According to the CCSS, mathematically proficient students should be able to apply the mathematics they know to solve problems arising in everyday life, society, and the workplace through the use of equations, graphs, computer tools, reading, and writing. Therefore, to meet these new standards, students must demonstrate mathematical content knowledge and critical thinking abilities through their ability to comprehend and produce longer and more complex multimodal texts, such as explanations and arguments involving mathematical concepts (e.g., Turkan & Schramm-Possinger, 2014).…”

Section: Introductionmentioning

confidence: 99%

Analyzing Diverse Learners' Writing in Mathematics: Systemic Functional Linguistics in Secondary Pre-Service Teacher Education

Accurso,

Gebhard,

Purington

2017

IJMTL

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This article analyses the experiences of 55 secondary pre-service teachers (PSTs) in a mandated professional development course that used Halliday's systemic functional linguistics (SFL) and related pedagogical practices to support PSTs' development of disciplinary linguistic knowledge for working with linguistically diverse students in the United States. Of specific interest is how the course influenced the manner in which PSTs responded to a student's attempt at writing a mathematical explanation. We begin with a brief description of Halliday's theory of language and learning with particular reference to the semiotic demands of mathematics. Next, we provide a description of the professional development course and the mixed methods approach to analysing changes in PSTs' pre- and post-course responses to a student writing sample about linear equations. Third, we discuss findings that suggest PSTs' emerging understanding of the linguistic and multimodal demands of mathematical explanations supported them in providing more cogent and precise written feedback. We conclude by discussing the potential of SFL conceptual and pedagogical tools to support PSTs' professional development in the context of globalization.

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Section: Introductionmentioning

confidence: 99%

Analyzing Diverse Learners' Writing in Mathematics: Systemic Functional Linguistics in Secondary Pre-Service Teacher Education

Accurso,

Gebhard,

Purington

2017

IJMTL

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“…7 Issues arise in the reliability and standardization of such assessment tools when translated into another language or dialect, as differences in standards for dialect or language and cultural knowledge could impact results, affecting the measurement of intended constructs. 8 Appropriate criteria must be met in the assessment and implementation of these tools in other languages. This would involve the etic translation, language and cultural adaptation taking into account the cultural differences that may alter the content and administering of the assessment, and assessment of psychometric properties of the tool.…”

mentioning

confidence: 99%

Validation of the Filipino Voice Handicap Index-10 (FVHI-10)

Hernandez,

Atienza,

Madrid

et al. 2023

Philipp J Surg Spec

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Rationale/Objective: The Voice Handicap Index (VHI) is a self-assessment tool that evaluates the patient’s reaction and perception to a vocal disorder. This study aimed to establish, validate and assess the reliability of the Filipino translation of the Voice Handicap Index 10 (FVHI-10). Methods: The VHI-10 was translated and adapted to the Filipino language and culture with the help of the Sentro ng Wikang Filipino- University of the Philippines Manila. A self-assessment of voice quality and FVHI-10 were performed by the patients and their GRBAS scale scoring was rated by a speech language pathologist. The Spearman’s correlation between the FVHI-10 and the self-assessment and GRBAS scale scores was obtained to test for validity. To evaluate the reliability of the FVHI-10, testing through determining internal consistency was conducted through the use of Chronbach α coefficient, inter-item correlation, item-total correlation and Cronbach α coefficient if tool item was deleted. Results: Fifty-five individuals participated in the study (29 males, 26 females, age range: 30-55 years) with the diagnosis of voice disorder based on complaints of hoarseness or dysphonia and laryngoscopic f indings. Convergent validity was confirmed with moderate to strong correlation between the FVHI-10 and self-assessment (r=-.893, p<.05) and GRBAS scale scores (r=.427, p<.05). Reliability as measured through internal consistency was confirmed (Cronbach α=.874) (average ρ<.5) (corrected item-total correlation>0.3) (average inter item correlation=.15-.85). Conclusion: The FVHI-10 was determined to be a valid and reliable instrument that can be utilized in the assessment of Filipino patients with voice disorders. Key words: Dysphonia, voice disorder, reliability, validity, voice handicap index-10, quality of life, Philippines

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The Language Diversity and Science Readiness Skills of Latino Preschoolers

Halpin

Prishker

Melzi

2023

LSHSS

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Purpose: The purpose of this study was twofold: (a) to describe how the language diversity (i.e., the within-group variability in dual-language skills) of Latino dual-language learner (DLL) preschoolers was related to their science readiness skills and (b) to describe the importance of language of science instruction for Spanish-dominant children. Method: Latino DLL children's ( N = 161; ages 3–5 years) language skills were assessed in various domains of both Spanish and English, and then their science readiness skills were assessed in their dominant language. Using a latent profile analysis, profiles were generated to describe the diversity of DLLs' bilingual skills. These profiles were used as independent variables in a series of hierarchical regressions to predict children's science readiness skills. With the Spanish-dominant subsample, an interaction term was created between profile membership and language of science instruction to determine how language of instruction contributes to the relation between language and science readiness skills. Results: English-dominant children and children with high and balanced dual-language skills had the highest science readiness skills, and instruction in two languages was related to higher science readiness skills of certain Spanish-dominant children. Results underscore the linguistic heterogeneity of Latino DLL children and its importance for school success and bilingual instruction initiatives. Conclusion: Findings provide evidence for the within-group variability in the dual-language skills of Latino DLL preschool children relating to differences in their science readiness skills, as well as for how bilingual instruction is related to science readiness skill.

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Considerations for Providing Test Translation Accommodations to English Language Learners on Common Core Standards‐Based Assessments

Cited by 5 publications

References 30 publications

Analyzing Diverse Learners' Writing in Mathematics: Systemic Functional Linguistics in Secondary Pre-Service Teacher Education

Analyzing Diverse Learners' Writing in Mathematics: Systemic Functional Linguistics in Secondary Pre-Service Teacher Education

Validation of the Filipino Voice Handicap Index-10 (FVHI-10)

The Language Diversity and Science Readiness Skills of Latino Preschoolers

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