| Abstract: | The study reported here investigates various methods for measuring the readability of the language of mathematics test questions used in the national testing programme for 11-year-olds in England and Wales. It is argued that the language used in the questions has a direct influence on test validity. It explores the use of Kane's Formula II and other selected formulae: Dale-Chall, Flesch, FOG and Fry's adaptation of his 1977 formula. These outcomes are compared with an assessment of the reading difficulty of the questions as judged by experienced primary mathematics teachers. The results indicate high levels of agreement between all the formal measures used, but very little agreement between the formal measures and the judgements of teachers. Individual questions are analysed to highlight some of the discrepancies. The conclusion is that there is currently no satisfactory way of measuring the ease or difficulty of the language of mathematics test questions and that further research is urgently needed. |
