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  • Bài trích
  • Educational assessment issues in linguistically diverse contexts :
Tác giả CN Elosua, Paula
Nhan đề Educational assessment issues in linguistically diverse contexts : A case study using a generalised linear mixed model / Paula Elosua, Paul De Boeck.
Thông tin xuất bản UK Limited : Routledge, 2020
Mô tả vật lý Pages 305-318
Tóm tắt Fair educational assessment in linguistically diverse contexts poses new challenges which call for the need to evaluate the impact of context-related language factors on student performance. Based on data from the Basque Autonomous Community in Spain, this research analyses the effect of different factors on a mathematics achievement test. Using generalised linear mixed models, the results explain differences in achievement among student groups based on home language, educational linguistic model, and test language through sociolinguistic status variables and correspondence between home language and test language. The paper highlights the importance of language-related factors and points out that achievement test scores in linguistically diverse contexts should be interpreted with caution to avoid unfair comparisons.
Đề mục chủ đề Educational evaluation
Đề mục chủ đề Language diversity
Thuật ngữ không kiểm soát Đa dạng ngôn ngữ
Thuật ngữ không kiểm soát Đánh giá giáo dục
Tác giả(bs) CN Boeck, Paul De
Tác giả(bs) TT Taylor & Francis Group
Nguồn trích Language, Culture and Curriculum- Volume 33, 2020 - Issue 3
Tệp tin điện tử https://doi.org/10.1080/07908318.2019.1662432
    Vốn tư liệu
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1001|aElosua, Paula
24510|aEducational assessment issues in linguistically diverse contexts : |bA case study using a generalised linear mixed model / |cPaula Elosua, Paul De Boeck.
260 |aUK Limited : |bRoutledge, |c2020
300|aPages 305-318
520|aFair educational assessment in linguistically diverse contexts poses new challenges which call for the need to evaluate the impact of context-related language factors on student performance. Based on data from the Basque Autonomous Community in Spain, this research analyses the effect of different factors on a mathematics achievement test. Using generalised linear mixed models, the results explain differences in achievement among student groups based on home language, educational linguistic model, and test language through sociolinguistic status variables and correspondence between home language and test language. The paper highlights the importance of language-related factors and points out that achievement test scores in linguistically diverse contexts should be interpreted with caution to avoid unfair comparisons.
65000|aEducational evaluation
65000|aLanguage diversity
6530 |aĐa dạng ngôn ngữ
6530 |aĐánh giá giáo dục
7001|aBoeck, Paul De
710 |aTaylor & Francis Group
773|tLanguage, Culture and Curriculum|gVolume 33, 2020 - Issue 3
856|uhttps://doi.org/10.1080/07908318.2019.1662432
890|a0|b0|c0|d0

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