Reference : Taking Language out of the Equation: The Assessment of Basic Math Competence Without ...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Multilingualism and Intercultural Studies
	To cite this reference:	http://hdl.handle.net/10993/36277

Title :	Taking Language out of the Equation: The Assessment of Basic Math Competence Without Language
Language :	English
Author, co-author :	Greisen, Max [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
	Hornung, Caroline [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
	Baudson, Tanja Gabriele [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
	Muller, Claire [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET) >]
	Martin, Romain [University of Luxembourg > Rectorate > Academic Affairs >]
	Schiltz, Christine [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
Publication date :	26-Jun-2018
Journal title :	Frontiers in Psychology
Publisher :	Switzerland Frontiers Research Foundation
Special issue title :	Individual Differences in Arithmetical Development
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
e-ISSN :	1664-1078
City :	Pully
Country :	Switzerland
Keywords :	[en] non-verbal ; assessment ; mathematics ; language ; dyscalculia ; video ; instruction ; screener
Abstract :	[en] While numerical skills are fundamental in modern societies, some estimated 5–7% of children suffer from mathematical learning difficulties (MLD) that need to be assessed early to ensure successful remediation. Universally employable diagnostic tools are yet lacking, as current test batteries for basic mathematics assessment are based on verbal instructions. However, prior research has shown that performance in mathematics assessment is often dependent on the testee’s proficiency in the language of instruction which might lead to unfair bias in test scores. Furthermore, language-dependent assessment tools produce results that are not easily comparable across countries. Here we present results of a study that aims to develop tasks allowing to test for basic math competence without relying on verbal instructions or task content. We implemented video and animation-based task instructions on touchscreen devices that require no verbal explanation. We administered these experimental tasks to two samples of children attending the first grade of primary school. One group completed the tasks with verbal instructions while another group received video instructions showing a person successfully completing the task.We assessed task comprehension and usability aspects both directly and indirectly. Our results suggest that the non-verbal instructions were generally well understood as the absence of explicit verbal instructions did not influence task performance. Thus we found that it is possible to assess basic math competence without verbal instructions. It also appeared that in some cases a single word in a verbal instruction can lead to the failure of a task that is successfully completed with non-verbal instruction. However, special care must be taken during task design because on rare occasions non-verbal video instructions fail to convey task instructions as clearly as spoken language and thus the latter do not provide a panacea to non-verbal assessment. Nevertheless, our findings provide an encouraging proof of concept for the further development of non-verbal assessment tools for basic math competence.
Research centres :	Education, Culture, Cognition & Society (ECCS) > Institute of Cognitive Science and Assessment (COSA) ; LUCET
Funders :	Fonds National de la Recherche - FnR
Name of the research project :	NUMTEST
Target :	Researchers ; Professionals ; Students ; General public ; Others
Permalink :	http://hdl.handle.net/10993/36277
DOI :	10.3389/fpsyg.2018.01076
Other URL :	https://www.frontiersin.org/articles/10.3389/fpsyg.2018.01076/full
FnR project :	FnR ; FNR10099885 > Max Gilles Greisen > NUMTEST > Assessing basic number competence without language instructions > 01/01/2016 > 31/12/2018 > 2015

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