Language and the Performance of English-Language Learners in Math Word Problems

In this article, Maria Martiniello reports the findings of a study of the linguistic complexity of math word problems that were found to exhibit differential item functioning for English-language learners (ELLs) and non-ELLs taking the Massachusetts Comprehensive Assessment System (MCAS) fourth-grade math test. It builds on prior research showing that greater linguistic complexity increases the difficulty of English-language math items for ELLs compared to non-ELLs of equivalent math proficiency. Through textual analyses, Martiniello describes the linguistic features of some of the 2003 MCAS math word problems that posed disproportionate difficulty for ELLs. Martiniello also uses excerpts from children’s think-aloud transcripts to illustrate the reading comprehension challenges these features pose to Spanish-speaking ELLs. Through both DIF statistics and the voices of children, the article scrutinizes the appropriateness of inferences about ELLs’ math knowledge based on linguistically complex test items.

Maria Martiniello is an associate research scientist at the Center for Validity Research at the Educational Testing Service, where she studies the validity and fairness of K­–12 content-area assessments for English-language learners (ELLs). She has previously taught at the Universidad Católica Andrés Bello, Escuela de Psicología in Venezuela, and has led professional development and teacher certification programs for Latin American educators through the Harvard Graduate School of Education. Martiniello’s prior research on Latin American education, assessment, and arts education has appeared in numerous books and journals, in both Spanish and English. Portions of her research on ELLs and assessment will be published in Applied Psycholinguistics and the Educational Testing Service Research Report Series.