Studies In Educational Evaluation· 2026Q1
Assessment language and equity in multilingual classrooms: Evidence from reading proficiency assessment in Ghana
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Short summary
In Ghana, multilingual students performed significantly higher on reading proficiency tests administered in their local languages (Asante Twi, Ewe, Dagbani) compared to English and French, indicating assessment language equity issues.
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Key points
- Multilingual Ghanaian students (n=590) showed highest reading proficiency in local languages (Asante Twi, Ewe, Dagbani), lower in English, and lowest in French.
- Parallel test forms in English, French, and local languages confirmed structural equivalence across language versions.
- Repeated-measures ANOVA revealed significant performance differences based on assessment language.
- Generalisability Theory indicated varying sources of score variability and reliability differences across regions and language forms.
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Abstract
In Ghana, learners are predominantly assessed through English despite their multilingual backgrounds that shape their everyday learning experiences. This raises important concerns about whether assessment language influences learners’ opportunities to demonstrate reading proficiency in multilingual classrooms. This study examined reading proficiency performance among 590 Junior High School students from three language groups in Ghana: Asante Twi, Ewe, and Dagbani. Using a repeated-measures design, students completed parallel test forms in English, French, and the selected local languages. Measurement invariance analyses confirmed structural equivalence across language forms. However, repeated-measures ANOVA revealed significant performance differences, with students consistently performing highest in the local language test forms and lowest in French. Generalisability Theory analyses showed that sources of score variability differed across regions, while reliability differences varied across the regions and language forms. The findings highlight that assessment language plays a critical role in shaping equitable opportunities for multilingual learners to demonstrate reading proficiency.
The authors' abstract, as published at the source. Studies In Educational Evaluation, 2026 · DOI ↗
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