Students’ Choice of Spanish Text and Text-To-Speech on Items on a Large-Scale Mathematics Achievement Test

Providing test takers with options during educational assessments is one way to personalize testing and potentially improve how well assessments capture what individuals know and can do. However, evidence for the benefits of test taker choice, especially in large‑scale assessment settings, remains weak, and little is known about why examinees select particular options. This study investigates two language support choices available to multilingual learners during a large-scale, digital mathematics assessment. Using operational data from a national U.S. sample of nearly 1,350 elementary and middle school students eligible for a Spanish/English accommodated test form, students’ in-test language selections were explored to better understand choice behavior and to inform future research on implementing personalized assessment features at scale.