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ERIC Number: EJ892416
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1062-9017
Reading Grade Levels and Mathematics Assessment: An Analysis of Texas Mathematics Assessment Items and Their Reading Difficulty
Lamb, John H.
Mathematics Educator, v20 n1 p22-34 2010
Increased reading difficulty of mathematics assessment items has been shown to negatively affect student performance. The advent of high-stakes testing, which has serious ramifications for students' futures and teachers' careers, necessitates analysis of reading difficulty on state assessment items and student performance on those items. Using analysis of covariance, this study analyzed the effects of reading grade level of mathematics assessment items on student performance on the Texas Assessment of Knowledge and Skills. Results indicated that elementary and middle school students performed significantly worse on mathematics assessment items having a reading level above the student grade level. The implications of these results are discussed. (Contains 2 figures, 1 footnote and 7 tables.)
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 11; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A