ONR Advanced Distributed Learning Linguistic Modification of Test Items Jamal Abedi

1. ONR Advanced Distributed Learning Linguistic Modification of Test Items Jamal Abedi University of California, Los Angeles National Center for Research on Evaluation, Standards, and Student Testing (CRESST) July 18, 2003

2. What is linguistic modification of test items • It is not a simple text editing • It is not language simplification • It reduces or eliminates unnecessary linguistic complexity of assessment tools • It is based on principles of linguistic theory and research findings • It does not change, alter, or touch any content-related term

3. Examining Complex Linguistic Features in Content-Based Test Items

4. Linguistic Modification Concerns • Familiarity/frequency of non-math vocabulary: unfamiliar or infrequent words changed census > video game A certain reference file > Mack’s company • Length of nominals: long nominals shortened last year’s class vice president > vice president the pattern of puppy’s weight gain > the pattern above • Question phrases: complex question phrases changed to simple question words At which of the following times > When which is best approximation of the number > approximately how many

5. Linguistic Modification (continued) • Voice of verb phrase: passive verb forms changed to activeThe weights of 3 objects were compared > Sandra compared the weights of 3 rabbits If a marble is taken from the bag > if you take a marble from the bag • Conditional clauses: conditionals either replaced with separate sentences or order of conditional and main clause changedIf Lee delivers x newspapers > Lee delivers x newspapers If two batteries in the sample were found to be dead > he found three broken pencils in the sample • Relative clauses: relative clauses either removed or re-cast A report that contains 64 sheets of paper > He needs 64 sheets of paper for each report

6. Most recent updated version of the CRESST Linguistic Modification Rubric

7. Language Modification Concerns Language features that complicate test items • Vocabulary (Lexicon) • unfamiliar words (idioms, words from unfamiliar contexts, long words) • false cognates • overuse of synonyms / indefinite pronouns / missing or unclear antecedents • derivatives of content words

8. Grammar (Syntax) • long phrases in questions (question word not at the beginning) • long question phrases • complex sentences (subordinating clauses) • compound sentences (coordinating conjunctions, conjunctive adverbs) • logical connectors / conditional / adverbial clauses • unfamiliar tenses (conditional verbs, modals) • long noun phrases • relative clauses • some prepositional phrases; multiple prepositional phrases • comparative structures

9. Style of Discourse • long problem statements; unnecessary expository material • abstract (vs. concrete) presentation of problem • passive voice • complex arrangement of parts of speech • negation, esp. negative questions, negative terms, grammatical double negatives

10. Concerns Specific to Math Problems • phrasing that confuses the order of math operations • words with both technical and non-technical meanings • math keywords misinterpreted

11. Summary and Recommendations • The performance gap between English learners and other students can be narrowed by modifying the language of the test items to reduce the use of low-frequency vocabulary and language structures that are incidental to the content knowledge being assessed. • There is no reason why all our students should not have content-area assessments that use clear language and provide sufficient time for them to show what they know. • The use of clear language, free of unnecessary complexity should and can be a part of good instructional planning and assessment practice. • The specific language demands of academic materials and assessment tools should be identified and provided to teachers so that they can ensure that students have the language resources to demonstrate their content-area knowledge and skills.