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ERIC Number: ED505349
Record Type: Non-Journal
Publication Date: 2007-May
Pages: 75
Abstractor: As Provided
Assessing English Language Learners: A Case Study of Practices Used by Secondary Mathematics Teachers
Regalado, Ester Calderon
Online Submission, M.A. Thesis, Texas State University-San Marcos
With the implementation in 2003 of the federal education law known as No Child Left Behind, students from all cultural and linguistic backgrounds, including English language learners (ELLs), are required to perform well on state assessments. Since the numbers of ELLs in schools are growing and since schools are held accountable for all students' scores, the identification of effective instruction and assessments for ELLs has become increasingly more important for educators. This qualitative, case study investigated the assessment practices of five mathematics teachers in three high schools to determine the assessment measures that they selected for ELLs and the factors that influenced their decisions. Emerging from the data were four themes: (a) an intensified focus on state assessments; (b) changes in ESL instruction at the campuses; (c) ineffective state assessments for ELLs; and (d) problematic identification of ELLs. Although research suggests that effective teaching practices will help ELLs to learn, these teachers felt pressure to help their ELLs to succeed on the state assessments and thus, adjusted or abandoned what they knew to be best practice. The study showed that classroom teachers are selecting classroom assessments which help students to do well on state assessments but which may not accurately measure ELL academic progress. Educators must use the most effective assessment methods when measuring the progress of ELL students in order to make well-informed decisions regarding classrooms instruction for these students. Two appendixes are included: (1) Participation Consent Form; and (2) Teacher Interview Guide. (Contains 6 tables and 1 figure.)
Publication Type: Dissertations/Theses - Masters Theses; Tests/Questionnaires
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas