The argument for evaluating monolingual language tests for equivalence across language groups

Haupt, G.; Koch, Elize

doi:10.2989/16073614.2012.693715

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…They consisted of studies on the equivalence of the English version of the test across English first language speaking and isiXhosa first language speaking learners (Haupt and Koch, 2012;Ismail and Koch, 2012). The equivalence of the isiXhosa version across two different isiXhosa dialect groups, namely urban and rural standard isiXhosa-speaking groups (Silo, 2010;Brown, 2012), and on the equivalence of the two language versions of the test, i.e.…”

Section: Lessons Learntmentioning

confidence: 99%

Testing in bilingual education projects: Lessons learnt from the Additive Bilingual Education Project

Koch

2015

Per Ling.

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This paper discusses the topic of bilingual testing and the role played by the language of tests in home-language-based bilingual education projects such as the Additive BiLingual Education (ABLE) project. First, I highlight how national, macro-contextual contradictions in language in education affected the project. More specifically the impact of discrepancies between the additive bilingual language in education policy (LiEP) Keywords: additive bilingual education; home-language-based bilingual education; postcolonial; language-in-education policy; testing and assessment; large-scale educational testing; annual national assessment; bias and equivalence; cross-linguistic testing; bilingual testing. PRE-AMBLEAs discussed in Koch, Landon, Jackson and Foli (2009), the primary aim of the Additive BiLingual Education (ABLE) project was to assist teachers at a rural Eastern Cape school with the translation of the 1997 South African Language in Education Policy into a workable model of implementation. The ABLE model advocated the maintenance of learners' mother tongue (MT), isiXhosa, as partial LoLT from grade R through grade 6. English, the first additional language, was introduced as a subject in the foundation phase, but learning the language and learning in the language occurred incrementally through the grades. In this manner, the previous abrupt switch to English as sole LoLT at grade 4 level was being circumvented. Learners in grade R in the experimental model spent 95% of curriculum time learning new concepts in their mother tongue. The remaining 5% represents their immersion in communicative English language activities. In grade 3, learners began to use English as a language of learning (a 20% time allocation) in preparation for the part-LoLT status of English in grade 4. Contrary to previous practices at the school, isiXhosa, under the bilingual model, served as primary-LoLT for an approximate 75% of the grade 4 curriculum. The model that was developed in consultation with the teachers increased English as LoLT to This paper deals with the impact of the South African educational testing programme (the Annual National Assessment also called the ANAs) on the ABLE project and what was learnt during the process. The seemingly covert language-in-education policy promoted by national testing contradicts the South Africa's Department of Basic Education's Language in Education policy of 1997 and had a disabling and negative effect on the project. It is important to understand and analyse the contradictions and provide concrete suggestions about the way forward -more specifically about the role that well-conceptualised and researched bi-and multilingual tests and assessment can play. The lessons that were learnt about testing in bilingual (home language-based bilingual) education projects are therefore discussed at two levels. Firstly, that which was learnt more broadly about processes and forces around testing, multilingual testing specifically, and the extent to which these processes and forces affected the project...

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Section: Lessons Learntmentioning

confidence: 99%

Testing in bilingual education projects: Lessons learnt from the Additive Bilingual Education Project

Koch

2015

Per Ling.

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Post-monolingual Education

Singh

Han

2017

Pedagogies for Internationalising Research Education

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Srovnatelnost testových verzí slovenské maturitní zkoušky z anglického jazyka

Hulešová¹

2021

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The research presented in this book strives to answer how test versions equivalence – a necessary condition for meaningful and fair interpretation and comparison of students’ results – could be achieved in the context of high-stakes examination. The research was carried on the Slovak upper-secondary school leaving examination in English at B1 level, namely on the tests of receptive skills operationalized between 2012 and 2015. Theoretical research on the methods and procedures and the application of some of them on the Slovak examinations in the empirical part provided deep insight into the degree of comparability of the test versions used between 2012 and 2015 and made it possible to identify problem areas in terms of test versions comparability. The research helped to identify suitable methods and approaches that might enable to develop equivalent test versions and subsequently, to interpret meaningfully the test results and the measured construct, i.e. students’ language proficiency.

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The argument for evaluating monolingual language tests for equivalence across language groups

Cited by 3 publications

References 11 publications

Testing in bilingual education projects: Lessons learnt from the Additive Bilingual Education Project

Testing in bilingual education projects: Lessons learnt from the Additive Bilingual Education Project

Post-monolingual Education

Srovnatelnost testových verzí slovenské maturitní zkoušky z anglického jazyka

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