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Publisher Description

ABSTRACT Recent research has indicated that language may be a source of construct-irrelevant variance for nonnative speakers of English, or English as a second language (ESL) students, when they take exams. As a result, exams may not accurately measure knowledge of nursing content. One accommodation often used to level the playing field for ESL students is linguistic modification, a process by which the reading load of test items is reduced while the content and integrity of the item are maintained. Research on the effects of linguistic modification has been conducted on examinees in the K-12 population, but is just beginning in other areas. This study describes the collaborative process by which items from a pathophysiology exam were linguistically modified and subsequently evaluated for comprehensibility by ESL students. Findings indicate that in a majority of cases, modification improved examinees' comprehension of test items. Implications for test item writing and future research are discussed. **********

GENRE
Professional & Technical
RELEASED
2008
May 1
LANGUAGE
EN
English
LENGTH
27
Pages
PUBLISHER
National League for Nursing, Inc.
SIZE
257.2
KB

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