Accuracy of measurement in the context of mathematics National Curriculum tests in England for ethnic minority pupils and pupils who speak English as an additional language

Iasonas Lamprianou, Bill Boyle

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Research has suggested that inappropriate or misfitting response patterns may have detrimental effects on the quality and validity of measurement. It has been suggested that factors like language and ethnic background are related to the generation of misfitting response patterns, but the empirical research on this is rather poor. This research analyzes data from three testing cycles of the National Curriculum tests in mathematics in England using the Rasch model. It was found that pupils having English as an additional language and pupils belonging to ethnic minorities are significantly more likely to generate aberrant response patterns. However, within the groups of pupils belonging to ethnic minorities, those who speak English as an additional language are not significantly more likely to generate misfitting response patterns. This may indicate that the ethnic background effect is more significant than the effect of the first language spoken. The results suggest that pupils having English as an additional language and pupils belonging to ethnic minorities are mismeasured significantly more than the remainder of pupils by taking the mathematics National Curriculum tests. More research is needed to generalize the results to other subjects and contexts.
    Original languageEnglish
    Pages (from-to)239-259
    Number of pages20
    JournalJournal of Educational Measurement
    Volume41
    Issue number3
    DOIs
    Publication statusPublished - Sept 2004

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