The Culture-Language Interpretive Matrix and English Learners: An Evidence-Based Application of Research into Practice.

Format:

Video

Series:

Academic Video Online

Cultural And Linguistic Considerations When Developing, Adapting, And Validating Measures

Language:

English

Physical Description:

1 online resource (72 minutes)

Place of Publication:

[Place of publication not identified] : Buros Center for Testing, [date of publication not identified]

System Details:

video file

Summary:

The use of standardized tests of cognitive ability with English learners has long been recognized as a problem. Yet, the various solutions proposed over the past century to manage fairness (e.g., modifications/alterations to standard protocol, nonverbal assessment, testing in the dominant language) have all proven less than satisfactory in addressing the underlying issue: validity. Coupled with misplaced attention to causal factors related to ethnicity and race rather than language and acculturative knowledge development, there has been very little advancement in the use of research to guide practice with English learners. This may be due to the fact that the empirical literature on the cognitive performance of English learners has been conducted in English, not the native language. However, this knowledge base can be integrated into practice when it is understood and recognized that the measured performance of English learners without disabilities on tests given to them in English essentially represents the expected average range and provides a relative to the true peer comparison group. It is on this basis that the Culture-Language Interpretive Matrix (C-LIM) is predicated, and as such, it provides a method by which the validity of obtained test scores on English learners can be discerned directly and systematically. By arranging research on English learners performance on cognitive ability, language, and neuropsychological tests, in a manner that represents what is average,regardless of the values, practitioners can evaluate the extent to which cultural/linguistic factors affected performance and affected the validity of the intended constructs from the tests they typically administer and when administered in English. The purpose of this webinar is to explain and outline the empirical foundations of the C-LIM and describe its application to evaluation of English learners as one example of how research may be used to better and more fairly inform practice.

Notes:

Title from resource description page (viewed September 18, 2020).