Assessing to Learn and Learning to Assess in Mathematics

This project explores the implementation of research-based practices in assessment of mathematics for primary English language learners (ELL; Grades 1 to 3) using an electronic Portfolio.

Project Category:
Exploiting available research more effectively
Topic Area:
Elementary, English Language Learners, Mathematics Education
Ministry Priority
(2011-2013):
Teaching and Learning, Equity
Project Lead(s):
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Brief Background:
This project explores the implementation of research-based practices in assessment of mathematics for primary English language learners (ELL; Grades 1 to 3) using an electronic Portfolio.
Research Context:
ELLs require more time and frequent assessment over time. ELL-responsive assessment strategies are key in allowing students to show what they really know and these strategies include varied assessment tools, opportunities for assessment in their first language, and use of translation where possible. Promising results about the usefulness of portfolio assessment amongst general school populations have been found in mathematics education and other disciplines. Increasingly electronic portfolios are recommended but little empirical research exists that explores their efficacy. In addition, numerous platform providers are claiming K-12 applicability without any empirical evidence to support these claims.
Knowledge Mobilization Activities:
Once the data regarding the ePortfolio has been collected and synthesized, the knowledge will be disseminated through: (1) teachers involved with the study; (2) teacher-level (iCON, TVDSB, November 2012) and international conferences (PME-NA, November 2012); and (3) scholarly publications (currently under review).
Outcomes:
It is anticipated that this project will contribute to greater understanding and insight on how to engage in the use of electronic portfolios with ELLs and also with the general student population.