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<p>There has been growing interest in employing valid and reliable measures for Indigenous <i>Orang Asli</i> pupils to mitigate the language and literacy barriers they experience when presented with longer test items in mathematics tests. This study examined the mathematics performance of <i>Orang Asli</i> pupils on test items categorized as short, moderate, and long item length using recorded oral tests in the language of instruction and ethnic language as test accommodations. A total of 40 test items were developed and adapted into three mathematics tests, namely written test in <i>Bahasa Melayu</i> (WBM), recorded oral test in <i>Bahasa Melayu</i> (OBM), and recorded oral test in <i>Bahasa Temiar</i> (OBT). The three mathematics tests were then administered respectively to three groups comprising of 125 Year 4 <i>Orang Asli</i> pupils of the <i>Temiar</i> ethnic group from seven primary schools situated in the states of Perak and Kelantan. Descriptive statistics and ANOVA test were carried out to examine the mathematics performance of the pupils between the three tests. The study found that the pupils had performed better when administered the recorded oral tests in either language, compared to the written test for the three categories of item length. The findings attest to the use of recorded oral tests as valid test accommodations that promote an inclusive testing practice in mathematics, catering to the educational needs of <i>Orang Asli</i> pupils.</p>

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The use of recorded oral tests as test accommodations for assessing mathematics performance among Indigenous Orang Asli pupils

  • 期刊论文

  • 发表日期：

    2025年4月16日

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  • Suheysen Revindran,
  • S. Kanageswari Suppiah Shanmugam,
  • Sarimah Shaik-Abdullah

摘要

There has been growing interest in employing valid and reliable measures for Indigenous Orang Asli pupils to mitigate the language and literacy barriers they experience when presented with longer test items in mathematics tests. This study examined the mathematics performance of Orang Asli pupils on test items categorized as short, moderate, and long item length using recorded oral tests in the language of instruction and ethnic language as test accommodations. A total of 40 test items were developed and adapted into three mathematics tests, namely written test in Bahasa Melayu (WBM), recorded oral test in Bahasa Melayu (OBM), and recorded oral test in Bahasa Temiar (OBT). The three mathematics tests were then administered respectively to three groups comprising of 125 Year 4 Orang Asli pupils of the Temiar ethnic group from seven primary schools situated in the states of Perak and Kelantan. Descriptive statistics and ANOVA test were carried out to examine the mathematics performance of the pupils between the three tests. The study found that the pupils had performed better when administered the recorded oral tests in either language, compared to the written test for the three categories of item length. The findings attest to the use of recorded oral tests as valid test accommodations that promote an inclusive testing practice in mathematics, catering to the educational needs of Orang Asli pupils.