Abstract
This paper draws on data from the development of annual national mathematics assessment materials for 7-year-old pupils in Wales for use during the period 2000–2002. The materials were developed in both English and Welsh and were designed to be matched. The paper reports on item analyses which sought items that exhibited differential performance in relation to whether the materials were English medium or Welsh medium. The items that exhibited consistent differential item functioning in relation to language during pre-testing are reviewed in order to discuss the linguistic factors that could affect such behaviour.
Article PDF
Similar content being viewed by others
Avoid common mistakes on your manuscript.
References
ACCAC: 1998, Y Termiadur Ysgol: Termau wedi’u safoni ar gyfer ysgolion Cymru/Standardized terminology for the schools of Wales, ACCAC, Cardiff, pp. v–xiii.
ACCAC: 2000, Mathemateg yn y Cwricwlwm Cenedlaethol yng Nghymru/Mathematics in the National Curriculum in Wales, ACCAC, Cardiff.
Allalouf, A., Hambleton, R., and Sireci, S.: 1999, ‘Identifying the causes of translation DIF on verbal items’, Journal of Educational Measurement 36, 185–198.
Baker, C.: 1984, ‘Language background classification’, Journal of Multilingual and Multicultural Development 5, 43–56.
Camilli, G. and Shepard, L.A.: 1994, Methods for Identifying Biased Test Items, Sage, Thousand Oaks, CA.
Chrostowski, S.J.: 2004, ‘Developing the TIMSS 2003 background questionnaires’, in M.O. Martin, I.V.S. Mullis and S.J. Chrostowski (eds.), TIMSS 2003 Technical Report, TIMSS & PIRLS International Study Center, Chestnut Hill, MA, pp. 66–91.
DfEE: 1999: The National Numeracy Strategy: Mathematical Vocabulary, DfEE, Sudbury.
Dowker, A. and Lloyd, D.: 2001, ‘Linguistic influences on mathematics learning: A study of Welsh bilingual and English monolingual children in Wales’, Paper presented at the British Psychological Society Developmental and Education Sections Joint Conference, 2001.
Durkin, K.: 1991, ‘Language in mathematical education: An introduction’, in K. Durkin and B. Shire (eds.), Language in Mathematical Education: Research and Practice, Open University Press, Milton Keynes, pp. 1–3.
Durkin, K. and Shire, B.: 1991, ‘Lexical ambiguity in mathematical contexts’, in K. Durkin and B. Shire (eds.), Language in Mathematical Education: Research and practice, Open University Press, Milton Keynes, pp. 71–84.
Emenogu, B.C. and Childs, R.A.: 2005, ‘Curriculum, translation and differential functioning of measurement and geometry items’, Canadian Journal of Education 28(1/2), 128–146.
Gierl, M.J. and Khaliq, S.N.: 2000, ‘Identifying sources of differential item functioning on translated achievement tests: A confirmatory analysis’, Paper presented at the Annual Meeting of the National Council on Measurement in Education, New Orleans.
Hambleton, R.K.: 1993, ‘Translating achievement tests for use in cross-national studies’, European Journal of Psychological Assessment 9, 57–68.
Han, Y. and Ginsburg, H.P.: 2001, ‘Chinese and English mathematics language: The relation between linguistic clarity and mathematics performance’, Mathematical Thinking and Learning 3(2/3), 201–220.
Jones, D.: 1993, ‘Words with a similar meaning’, Mathematics Teaching 145, 14–15.
Jones, D.: 1998, ‘National curriculum tests for mathematics in English and Welsh: Creating matched assessments’, Assessment in Education 5, 193–211.
Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., and Chrostowski, S.J.: 2004, TIMSS 2003 International Mathematics Report, TIMSS & PIRLS International Study Center, Chestnut Hill, MA.
NFER: 2001a, Key Stage 1 Levels 2–3 Mathematics Test for Wales in 2002: Report on the Second Pre-Test, National Foundation for Educational Research, Slough, unpublished.
NFER: 2001b, Key Stage 1 Level 1 Mathematics Task for Wales in 2002: Report on the second pre-test, National Foundation for Educational Research, Slough, unpublished.
Park, K.: 2004, ‘Factors contributing to Korean students’ high achievement in mathematics’, Paper presented at the 10th International Conference on Mathematical Education.
Pimm, D.: 1987, Speaking Mathematically: Communication in Mathematics Classrooms, Routledge, London.
Pollitt, A. and Ahmed, A.: 1999, ‘A new model of the question answering process’, Paper presented to the International Association for Educational Assessment, Bled, Slovenia.
Ruddock, G. and Evans, S.W.: 2000, ‘Developing tests in two languages (or two variants of the same language)’, Paper presented at the 26th Annual International Association for Educational Assessment Conference.
Roberts, G.: 2000, ‘Bilingualism and number in Wales’, International Journal of Bilingual Education and Bilingualism 3, 44–56.
Setati, M.: 2004, ‘Mathematics education and language: Policy, research and practice in multilingual South Africa’, in C. Keitel, J. Adler and R. Vithal (eds.), Mathematics Education Research in South Africa: Challenges and Possibilities, HSRC, Pretoria, pp. 73–109.
Shimizu, Y. and Zumbo, B.D.: 2005, ‘A logistic regression for differential item functioning primer’, Japan Language Testing Association Journal 7, 110–124.
Shuard, H. and Rothery, A.: 1984, Children Reading Mathematics, John Murray, London.
Wiliam, D.: 1994, ‘Creating matched National Curriculum assessments in English and Welsh: Test translation and parallel development’, The Curriculum Journal 5, 17–29.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Evans, S.W. Differential Performance of Items in Mathematics Assessment Materials For 7-Year-Old Pupils in English-Medium and Welsh-Medium Versions. Educ Stud Math 64, 145–168 (2007). https://doi.org/10.1007/s10649-006-1634-5
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10649-006-1634-5