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

Summary The advent of high‐stakes national testing in England and Wales raises important questions about the nature and demands of the assessments in the core subjects and the validity and reliability of the test instruments. In a situation of independently completed, pencil‐and‐paper tests, the language used in the test questions becomes especially important, particularly in mathematics. The mathematics tests for 11‐year‐olds have been criticized for the vocabulary and the language used, yet there is very little research evidence about the precise issues surrounding the use of language in test contexts. This paper sets out a framework for beginning to analyse the problem, reviewing the literature and raising more focused questions. In particular, the emphasis is on the layout of the test questions, the vocabulary and language structures used, the role of illustrations and measuring the readability of the text. In conclusion, proposals are made for future lines of research in order to extend our understanding of how pupils read and process the information in test questions, interpret the demand and formulate a response.