Language of Assessment and the Visibility of Reasoning in the Early Grades: A Study of Construct Validity in Pakistan's Multilingual Classrooms
This study investigates how the use of non-native languages (Urdu and English) as the primary medium of assessment in Pakistan's multilingual early grades compromises construct validity by conflating language proficiency with reasoning ability, thereby obscuring the true cognitive potential of children whose home languages are excluded from formal schooling.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
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