Usefulness of dual-language science test for bilingual learners

This study examines the usefulness of the science test presented in a dual-language format in two separate science test booklets, one comprising English-only test items and the other, dual-language test items. The participants were 1720 eight-grade students from 26 secondary schools. Most of the students viewed the dual-language test positively as they felt it enhanced their understanding of the test items. However, only two items were found to function significantly different in the dual-language format. Students’ performance for the two versions of the test was comparable. The results showed that the extra language version did not provide greater accessibility and comprehensibility of the test to the students. The findings may prove valuable to decision-making regarding language accommodation policies for testing in content areas.

► Most students found the dual-language test useful.
► Only five dual-language test items were easier than the English-only items.
► Two items exhibit large DIF and favor bilingual version.
► The students’ achievement was almost similar in the two versions of the test.