slide1 l.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Testing of English- and French-Speaking Students in Canada / Évaluation des élèves anglophones et des élèves franco PowerPoint Presentation
Download Presentation
Testing of English- and French-Speaking Students in Canada / Évaluation des élèves anglophones et des élèves franco

Loading in 2 Seconds...

play fullscreen
1 / 12

Testing of English- and French-Speaking Students in Canada / Évaluation des élèves anglophones et des élèves franco - PowerPoint PPT Presentation


  • 228 Views
  • Uploaded on

Testing of English- and French-Speaking Students in Canada / Évaluation des élèves anglophones et des élèves francophones au Canada. Kadriye Ercikan, UBC, Marielle Simon, uOttawa, Maria Elena Oliveri, UBC & Normand Dufour, MÉLS Canadian Society for the Study of Education

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Testing of English- and French-Speaking Students in Canada / Évaluation des élèves anglophones et des élèves franco' - louvain


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Testing of English- and French-Speaking Students in Canada /Évaluation des élèves anglophones et des élèves francophones au Canada

Kadriye Ercikan, UBC, Marielle Simon, uOttawa, Maria Elena Oliveri, UBC & Normand Dufour, MÉLS

Canadian Society for the Study of Education

Canadian Education Researchers Association

May-June 2010, Concordia University, Montreal

objective
Objective

Describe the context, challenges, actual procedures, other solutions and implications for achieving comparability of English and French student test results on large-scale assessments (LSAs) in Canada

context
Context
  • Outside of Quebec, Francophone students form between 1 to 34% of the population
  • In Quebec, Anglophone students make up 19% of the population
  • Anglophone and Francophone minority groups learn and are tested in their respective language.
  • Francophone students are provided education in French in most jurisdictions
  • Only New Brunswick officially adopted the two national languages
context4
Context

French Immersion programs are made widely available in all the provinces

Comparative comments often made: “As was the case in PISA 200o and PISA 2003, students enrolled in the French-language school systems in Nova Scotia, New-Brunswick, Ontario and Manitoba performed significantly lower in reading than did students in the English-language systems in the same provinces” (Government of Canada, 2008 web site).

Test scores are used for obtaining diploma, scholarship decisions, university entrance selection, etc.

context5
Context

7 out of 10 jurisdictions surveyed in 2007 said comparability was intended

1 jurisdiction’s tests are developed and administered independently

Holistic scoring by teachers in 1 jurisdiction needs validation committees to ensure comparability

The two language versions of a test may be developed based on different target curricula, content specifications or teaching resources

challenges
Challenges

Ideal conditions for scores to be comparable:

Equivalence of tests

construct definitions

items

Equivalence of scores

through parallel tests

Comparability of scores through linking procedures

simultaneous calibration

anchor item linking

challenges8
Challenges
  • Concern with comparability of scores is relatively recent;
  • There is great variation in provincial practices;
  • There is preference for development and validation committees over statistical procedures;
  • The small minority language sample sizes limit:
    • the types of psychometric procedures to create accurate score scales for the minority students;
    • linking score scales;
    • demonstration of equivalence.
potential solutions
Potential Solutions

Adaptation solutions:

Use parallel, successive (Rogers et al, 2003), concurrent (Solano-Flores et al, 2002) or simultaneous (Tanzer, 2005) test development strategies

Expert reviews

Content (Bolwes et al, 2008)

Linguistic (for equivalence of meaning, cognitive requirements, difficulty of vocabulary and expressions and cue given to answer items)

potential solutions10
Potential Solutions

Psychometric evidence based on

Classical test theory

Unidimensionality analyses (Oliveri et al, in press)

Identification of DIF and its sources

Student cognitive processes using think aloud processes (TAPs) (Ercikan et al, 2010)

final note
Final Note
  • We reviewed and summarized research, practices and challenges and recommended methodologies for examining comparability of test items and tests given in multiple languages.
  • We want to highlight the importance of optimizing comparability in the development phase of assessments.
  • We also want to encourage further research to investigate the comparability of cognitive processes of students from different language groups as integral components of validity investigations.
references
References
  • Bowles, M. S. & Stanfield, C. W. (2008). A Practical Guide to Standards-Based Assessment in the Native Language. Retrieved on March 28, 2008 from .ncela.gwu.edu/spotlight/LEP/2008/bowles_stansfield.pdf
  • Ercikan, K., Arim, R.,G., Law, D. M., Lacroix, S., Gagnon, F., & Domene, J. F. (2010). Application of think-aloud protocols in examining sources of differential item functioning. Educational Measurement: Issues and Practice, 29, 24-35.
  • Rogers, W. T., Gierl, M .J., Tardif, C., Lin, J., & Rinaldi, C. M. (2003). Differential validy and utility of successive and simultaneous approaches to the development of equivalent achievement tests in French and English. Alberta Journal of Educational Research, 49(3), 290-304.
  • Solano-Flores, G,, Trumbull, E., & Nelson-Barber, S. (2002). Concurrent Development of Dual Language Assessments: An Alternative to Translating Tests for Linguistic Minorities International Journal of Testing, 2, 107 – 129.
  • Tanzer, N.K. (2005). Developing tests for use in multiple languages and cultures: A plea for simultaneous development. In: R.K. Hambleton, P.F. Merenda & C.D. Spielberger (Eds.), Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NJ: Erlbaum.