NAGIOS: RODERIC FUNCIONANDO

After the Press Release on Mathematics Achievement : The Alignment of Formative Assessments and Summative Standardized Tests for Students from Minoritized Language Backgroundsdized tests for students from minoritized language backgrounds

Repositori DSpace/Manakin

IMPORTANT: Aquest repositori està en una versió antiga des del 3/12/2023. La nova instal.lació está en https://roderic.uv.es/

After the Press Release on Mathematics Achievement : The Alignment of Formative Assessments and Summative Standardized Tests for Students from Minoritized Language Backgroundsdized tests for students from minoritized language backgrounds

Mostra el registre parcial de l'element

dc.contributor.author Maldonado, Saúl Isaac es
dc.contributor.author Andrade, Rebeca es
dc.date.accessioned 2019-07-24T11:55:46Z
dc.date.available 2019-07-24T11:55:46Z
dc.date.issued 2018 es
dc.identifier.citation Maldonado, Saúl Isaac ; Andrade, Rebeca. After the Press Release on Mathematics Achievement : The Alignment of Formative Assessments and Summative Standardized Tests for Students from Minoritized Language Backgroundsdized tests for students from minoritized language backgrounds. En: Revista de Sociología de la Educación-RASE, 11 3 2018: 421-432 es
dc.identifier.uri https://hdl.handle.net/10550/71116
dc.description.abstract Media coverage often reports standardized test scores as indicative of global competitiveness and journalists frequently frame the mathematics achievement of U.S. students using a discourse of failure, particularly for students from minoritized backgrounds. Informed by research literature on: (a) formative and summative assessment, (b) the interdependence of language and mathematics, and (c) a sociopolitical stance for researching students from minoritized language backgrounds, this study analyzed the linguistic alignment of mathematics assessments. Results from this study show how alignment between formative assessment processes and summative standardized tests influences performance on high-stakes exams. Findings call into question the incomplete media coverage of students? achievement trends that perpetuate stereotypes of failure and advocate for a national formative assessment program in the United States. es
dc.title After the Press Release on Mathematics Achievement : The Alignment of Formative Assessments and Summative Standardized Tests for Students from Minoritized Language Backgroundsdized tests for students from minoritized language backgrounds es
dc.type journal article es_ES
dc.subject.unesco UNESCO::SOCIOLOGÍA es
dc.identifier.doi 10.7203/RASE.11.3.13054 es
dc.type.hasVersion VoR es_ES

Visualització       (235.2Kb)

Aquest element apareix en la col·lecció o col·leccions següent(s)

Mostra el registre parcial de l'element

Cerca a RODERIC

Cerca avançada

Visualitza

Estadístiques