其他摘要：This study explores the effect of the medium of assessment on the achievement of 26 Arab expatriate children's in mathematics, science, and social studies. The subjects, students at both mainstream schools and an Arab school in the United States of America, have received instruction in both English and their native Arabic for three years. After the treatment, English-English, Arabic-English, English-Arabic, and Arabic-Arabic elicit-response combinations were examined. The findings revealed statistically significant differences in the students' scores in mathematics, science, and social studies due to the method of assessment. The Arabic-Arabic method was found to yield superior scores to its English-Arabic, Arabic-English, and English-English counterparts, respectively.
其他关键词：assessment;English;Arabic;children;native language
