Incongruence between native and test administration languages: Towards equal opportunity in international literacy assessment

Patriann Smith, Paul Frazier, Jae Hoon Lee, Rong Chang

Research output: Contribution to journalArticlepeer-review

Abstract

Previous research has primarily addressed effects of language on the Program for International Student Assessment (PISA) mathematics and science assessments with more recent research focusing on the effects of language on PISA reading comprehension and literacy assessments on student populations in specific Organization for Economic Cooperation and Development (OECD) and non-OECD countries. In recognition of calls for highlighting the impact of language on student PISA reading performance across countries, the purpose of this study was to examine the effect of home languages versus test languages on PISA reading literacy across OECD and non-OECD countries while considering other factors such as grade, gender, parental education, parental occupation, cultural possessions owned by the student’s family, family wealth, availability of educational resources at home. The results of Ordinary Least Squares (OLS) regression showed that about half of the economies demonstrated a positive and si
Original languageEnglish
Pages (from-to)276-296
JournalInternational Journal of Testing
StatePublished - 2018

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