使用AAE的非洲裔美国儿童的方言和数学表现:来自解释性IRT和错误分析的见解
Katherine T Rhodes1, Julie A Washington1, Sibylla Leon Guerrero1
1School of Education, University of California, Irvine.
概括
数学测试中的语言不匹配可能会使非裔美国英语 (AAE) 发言者处于不利地位. 分析AAE方言的使用,揭示了语言差异,而不是数学能力,如何影响评估结果和公平.
科学领域:
- * 教育心理学 教育心理学
- * 语言学 语言学
- * 社会文化学研究
背景情况:
- *关于标准化数学测试与非裔美国儿童,特别是那些说非洲裔美国人英语 (AAE) 的孩子的多元语言谱之间的语言不匹配的研究有限.
- *以前的研究范式在研究AAE方言说话者时面临测量,历史排除和混社会,经济,文化和语言因素的挑战.
- * 了解这些语言细微差别对于公平的数学评估至关重要.
研究的目的:
- * 提出一个新的解释性项目响应设计,使用错误分析来研究AAE儿童语言和数学评估绩效之间的联系.
- * 为分析AAE方言使用与儿童在算术任务中的成绩之间的关系提供概念验证.
- * 开发一个统一的框架来检查儿童和项目层面的语言特征.
主要方法:
- *对2年级和3年级的小学生进行算术任务的定性绩效分析.
- * 检查儿童使用非裔美国英语 (AAE) 方言和他们解决问题的策略之间的关系.
- * 开发一个框架来分析评估项目和儿童反应的语言特征.
主要成果:
- * 儿童在以语言格式的方式解决算术问题时,利用他们正在发展的双方言语言谱.
- *评估语言和儿童语言的不匹配可能会影响策略选择.
- *这种语言不匹配可能会导致与实际数学能力无关的绩效劣势.
结论:
- * 数学评估中使用的语言可能会给AAE讲者带来不良表现,无论他们的数学能力如何.
- * 超越简单的正确/不正确评分,分析定性表现模式对于AAE说话的儿童至关重要.
- *采用公平和公平的评估格式,承认并适应多种语言的文献,对于公平的数学评估至关重要.
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