Culturally Responsive Assessment: Assessing Mathematics Performance of Indigenous Pupils in Malaysia Using Trilingual Test

Autor/inn/en	Shanmugam, S. Kanageswari Suppiah; Veloo, Arsaythamby; Md-Ali, Ruzlan
Titel	Culturally Responsive Assessment: Assessing Mathematics Performance of Indigenous Pupils in Malaysia Using Trilingual Test
Quelle	In: Diaspora, Indigenous, and Minority Education, 15 (2021) 2, S.113-136 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shanmugam, S. Kanageswari Suppiah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2020.1846515
Schlagwörter	Multilingualism; Testing Accommodations; Grade 5; Elementary School Students; Native Language; Mathematics Achievement; Foreign Countries; Mathematics Skills; Audio Equipment; Oral Language; Indonesian Languages; Scores; Test Content; Mathematics Tests; Culture Fair Tests; Test Items; Comparative Analysis; Test Validity; English (Second Language); Second Language Learning; Indigenous Populations; Malaysia + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; School year 05; 5. Schuljahr; Schuljahr 05; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Mathematics ability; Audio-CD; Oral interpretation; Mündlicher Sprachgebrauch; Indonesisch; Testaufgabe; Test content; Testvalidität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sinti und Roma
Abstract	This study examined the validity of trilingual test as a test accommodation to assess the Indigenous pupils' mathematical performance in Malaysia. The study employed two tests; BM-only test with items written in Malay language (BM) and trilingual test, which had items written in BM and English, and oral audio recording in their native Temiar Language. Each test had the same 30 computation and 20 word problem items, which measured the same mathematical content and skills. Using spiral administration, 33 Grade Five pupils sat for the BM-only test while 34 pupils sat for the trilingual test from two schools in one state. Rasch analysis was conducted using WINSTEP 3.72. The results indicated that both tests had comparable content and score. The trilingual test that used orally translated items in the Indigenous native language benefitted the Indigenous pupils in bilingual immersion programmes and was a valid measure of their mathematical ability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01