ERIC Number: ED392600
Record Type: RIE
Publication Date: 1995-Apr
Reference Count: N/A
Students' Language Proficiency Effects upon Teachers' Assessment of Students' Mathematical Understanding.
In current mathematics reform, assessment is integral to effective instruction. However, accurate assessment of over three million limited English proficient (LEP) students in today's schools is of great concern. How does students' language proficiency affect the accuracy of teachers' assessment of students' mathematical understanding? This research quantitatively and qualitatively examined teachers' assessment of students' mathematical understanding through analysis of teachers' prediction of students' performance on a fraction test, videotaped tutoring sessions with one LEP student and one non-LEP student, and subsequent individual interviews with teachers and students. This research found that teachers' different instructional scripts created differential opportunities for teachers to assess students' mathematical understanding. Results indicate that teachers know less about LEP students' mathematical understanding than non-LEP students' understanding. Teachers need assistance in closing the gaps between how they believe they teach and assess LEP students' understanding and how they actually do. Contains 16 references. (Author/MKR)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 1995).