REL West's study on middle school math assessment accommodations found that simplifying the language—or linguistic modification—on standardized math test items made it easier for English Language learners to focus on and grasp math concepts, and thus was a more accurate assessment of their math skills.
The results contribute to the body of knowledge informing assessment practices and accommodations appropriate for English language learner students.
The study examined students' performance on two sets of math items—both the originally worded items and those that had been modified. Researchers analyzed results from three subgroups of students—English learners (EL), non-English language arts proficient (NEP), and English language arts proficient (EP) students.
Key results include: