Formative Assessment of Academic Writing with English Learners in an Algebra Class
Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
A case study of five English learners examined students’ writing in a co-taught high school math class. The goal of the study was to investigate how two different types of writing activities impacted students’ understanding of mathematical concepts. A writing rubric was used to measure student writing, and the researcher complied in-class tests. The scores on the writing samples were compared to students’ test results to look for trends in the data. Results of the case study were limited in their ability to identify a direct connection with the writing strategies and students’ test results, but the case study revealed how student writing improved over the school year and highlighted some of the distinctions among different groups of English learners.
ESL/ ELLs, Mathematics, Writing
Anderson, Robert J., "Formative Assessment of Academic Writing with English Learners in an Algebra Class" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4108.