Making it clear: a review of language issues in testing with special reference to the National Curriculum mathematics tests at key stage 2

The advent of high-stakes national testing in England and Wales raises impo rtant questions about the nature and demands of the assessments in the core subjects and the validity and reliability of the test instruments. In a si tuation of independently completed, pencil-and-paper tests, the language us ed in the test questions becomes especially important, particularly in math ematics, The mathematics tests for 11-year-olds have been criticized for th e vocabulary and the language used, yet there is very little research evide nce about the precise issues surrounding the use of language in test contex ts. This paper sets out a framework for beginning to analyse the problem, r eviewing the literature and raising more focused questions. Ln particular, the emphasis is on the layout of the test questions, the vocabulary and lan guage structures used, the role of illustrations and measuring the readabil ity of the text. In conclusion, proposals are made for future lines of rese arch in order to extend our understanding of how pupils read and process th e information in test questions, interpret the demand and formulate a respo nse.