Bridging culture, language, and test design work in mathematics item writing guidelines for Indigenous pupils

Indigenous pupils often face unique challenges in mathematics assessments due to cultural and linguistic barriers. To address this gap, this study focuses on developing item-writing guidelines tailored to the cultural and linguistic context of Indigenous pupils. By engaging both mathematics experts and teacher-practitioners, the study analyzed an existing mathematics test and conducted qualitative analyses to formulate 20 item-writing guidelines. These guidelines prioritize cultural validity, language proficiency, and test design, aiming to better accommodate the experiences and needs of the Indigenous Orang Asli pupils. This research endeavors to bridge the gap in establishing fair and inclusive mathematics assessments.