A vocabulary analysis of the New York State 2017 Mathematics assessment constructed response questions (Grades 6-8)
PublisherState University of New York College at Fredonia
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AbstractReports of New York State Mathematics assessment results from the New York State Department of Education indicate that across the state only 40.2% of students 3rd grade - 8th grade received a proficient score on the 2017 mathematics assessment. The goal of NYS is to have 100% of student perform at the proficiency level. With students expected to take these assessments each year of six years the question is raised as to why more students are not performing at the proficiency level. One factor that may lead to the low proficiency levels received is the literacy expectation within the mathematics assessment. The research questions are; How does vocabulary affect the readability of the NYS Mathematics Assessments? And Is there a correlation between the vocabulary difficulty and students performance on the New York State Mathematics Assessments?. This research determines the vocabulary difficulty within the 6th - 8th grade 2017 NYS Mathematics Assessments. The finding of this research include; First, mathematics vocabulary that is included in the constructed response questions is not included in the NYS Common Core Standards. Second, the assessment includes ten constructed response questions which include many words with little or no necessity to the mathematics concepts. Assessments become focused on extensive word problem instead of focusing on the mathematics concepts. Third, there is no progression of vocabulary difficulty within the constructed response questions. Finally, there is a need for mathematics instructors to be familiar with not only mathematics concepts but also literacy as it relates to mathematics. [from author's abstract]
Description1 online resource (105 pages) : color illustrations.
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