Language Issues in Item Development
By Jamal Abedi. 2006
144 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/93b76cf4f24086d854cbb1bb0d3e66135f3b31b6
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The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Patricia Gándara
- J. Herman
- A. Lash
- E. Trumbull
- Jamal Abedi
- Michael J. Kieffer
- John P. Robinson
- Ilana M. Umansky
Citations in the corpus
- The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults (2020, background): “For (complex) word problem solving in particular, verbal abilities are assumed to contribute to task performance (Abedi 2006; Boonen et al. 2016; Daroczy et al. 2015; Leiss et al. 2019; Strohmaier et al. 2020).”
- Classification System for English Language Learners: Issues and Recommendations (2008, methodology): “For example, based on the results of many studies on the assessment of ELL students, Abedi (2006a) indicated that unnecessary linguistic complexity of test items may be an additional source of measurement error in using standardized achievement tests for ELL students (see also Figueroa, 1989, 1990;…”
- Assessing English Language Learners’ Opportunity to Learn Mathematics: Issues and Limitations (2010, background): “Research clearly has shown that unnecessary linguistic complexity of assessment negatively impacts the reliability and validity of assessment for ELL students (see, for example, Abedi, 2006; Abedi, Leon, & Mirocha, 2003; Solano-Flores & Trumbull, 2003).”
- Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “In written assessments, it is advis able to avoid high-level vocabulary not related to the learning goal being assessed, eliminate com plex syntax, and avoid the passive voice (Abedi, 2006)—for any stu dent, not just for English language learners.”
- Performance of English Language Learners as a Subgroup in Large-Scale Assessment: Interaction of Research and Policy (2007, methodology): “Findings from studies suggest that a major factor contributing to the performance gap between ELL and nonELL students is the impact of linguistic complexity of assessments (Abedi, 2006a; Abedi, Hofstetter, & Lord, 2004).”