Beyond Text Comprehension: Exploring Items' Characteristics and Their Effect on Foreign Students' Disadvantage in Mathematics

Autor/inn/en	Cascella, Clelia; Giberti, Chiara
Titel	Beyond Text Comprehension: Exploring Items' Characteristics and Their Effect on Foreign Students' Disadvantage in Mathematics
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 6, S.1588-1608 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cascella, Clelia) ORCID (Giberti, Chiara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1836408
Schlagwörter	Standardized Tests; Foreign Students; Reading Comprehension; Mathematics Skills; Academic Achievement; Foreign Countries; Grade 5; Grade 6; Grade 8; Achievement Tests; Italy + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Leseverstehen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulleistung; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Italien
Abstract	National and International standardized assessments have shown sharp differences between native and foreign students' performance in both text comprehension and mathematics. Based on the data gathered yearly by the INVALSI (Italian National Institute for the Evaluation of Educational Systems) at the national level, we performed a two-step analysis: (1) a regression analysis was first performed to quantify the effect of students' abilities in reading and text comprehension (and their interaction with students' citizenship status) on mathematical ability, given a set of covariates; then, (2) a differential item functioning (DIF) analysis was performed to explore the differences between the students depending on their citizenship status. The analysis, performed from a pseudo-longitudinal perspective to account for possible variations in the relationship between citizenship and mathematical performance by age, involved students in grades five (primary school), six, and eight (lower-secondary school). The regression analysis confirmed the relationship between text comprehension and mathematical ability, but the differential item functioning (DIF) analysis individuated additional items, showing statistically significant differential functioning by citizenship status regardless of whether high or low reading demands were placed on students. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01