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Kenyon-Jones, Cordelia (2023). A qualitative study exploring whether standardised assessment results offer a true reflection of English Additional Language (EAL) learners’ ability in primary education in Wales. Student dissertation for The Open University module E822 Masters multi-disciplinary dissertation: education, childhood and youth.
Please note that this student dissertation is made available in the format that it was submitted for examination, thus the author has not been able to correct errors and/or departures from academic standards in areas such as referencing.
Copyright resides with the author.
DOI: https://doi.org/10.21954/ou.ro.000175b4
Abstract
Qualitative research through comparative exercises and focus group interviews exploring whether standardised assessments in maths reasoning, reflect the abilities of primary EAL learners in Wales. To what extent does standardised assessment of mathematical reasoning reflect the true abilities of EAL learners? How does acknowledging linguistic capital affect achievement in standardised mathematical reasoning assessment? To what extent does access to translating software during standardised assessment of mathematical reasoning enable a true reflection of the abilities of EAL learners? Findings suggest that standardised assessments do not sufficiently consider forms of linguistic capital and therefore do not adequately reflect abilities of EAL learners.