Chapter 8: The Role of Assessment in Learning and Teaching Mathematics with English-Speaking and English Learner (EL) Students

The focus of this chapter is on the role of language in the assessment of mathematics learning. We are interested in understanding how the language challenges built into summative assessments may attenuate students’ opportunities to demonstrate their mathematics knowledge. Within the context of mathematical learning, teaching, and assessment, we trace the utility (and shortcomings) of both formative and summative assessment in the area of mathematics and as it relates to students for whom English is not their primary language, that is EL students. We begin with the assertion that for all students to succeed in school, they must demonstrate what they know on a variety of school tasks, including performance on summative (standardized) and formative assessments. We recognize that the demands of language can impact the mathematics achievement of a range of learners, including students who have learning disabilities in mathematics or reading, or who have specific language impairment (Prediger et al., 2019).