Appropriateness of cognitive ability tests for non-English speaking background students at Prep. level
Staff
E. Care, A. Thomas
Student Involvement (2009)
Alvin Vista (PhD)
Mimi Kan (Master of Educational Psychology)
Rebecca Lo (Master of Educational Psychology)
This project investigates the appropriateness of commonly used tests of intelligence and achievement for prep students from non-English speaking backgrounds. Many traditional intelligence tests are dependent on knowledge of the English language, and thus may not be valid tools for assessing students with limited English proficiency. By implementing assessments that focus on both verbal and non-verbal IQ, we are identifying how well these measures discriminate between prep students from English and non-English speaking backgrounds, and to what extent student achievement is constrained by English language knowledge, rather than actual cognitive ability. Results are intended to assist teachers in incorporating appropriate assessment methods into their teaching programs, as well as assisting in planning teaching strategies for students of varying levels of cognitive ability.
Funding Source
Internal
Publications
Care, E., Roberts, E., & Thomas, A. (2009). Effects of language background on measures of ability of children in their first years of school. The Australian Educational and Developmental Psychologist.
Care, E., Thomas, A., & Pavlovic, M. (2008). Early learning differences in the context of language background. Paper presented at the The International Counseling Psychology Conference.