Teacher Leader Project:

Accommodating Language in
Math Assessments
By: Tiffany Zhu, Induction Semester 4
Audience: Math department and admin at CSArts
Date: April 26, 2020
Objective & Standards
Presentation Objective: To demonstrate the process of altering assessments for language needs and
guide other to do the same.

Student Standards:

● CCSS.MATH.CONTENT.HSS.ID.A.1 Represent data with plots on the real number line (dot plots,
histograms, and box plots).
● CCSS.MATH.CONTENT.HSS.ID.A.2 Use statistics appropriate to the shape of the data distribution
to compare center (median, mean) and spread (interquartile range, standard deviation) of two or
more different data sets.
● CCSS.MATH.CONTENT.HSS.ID.A.3 Interpret differences in shape, center, and spread in the
context of the data sets, accounting for possible effects of extreme data points (outliers).
Standards (cont)
Standards for educators:

● CSTP 5.1 Applying knowledge of the purposes, characteristics, and uses of

different types of assessments
● CSTP 5.2 Collecting and analyzing assessment data from a variety of sources
to inform instruction
● CSTP 5.4 Using assessment data to establish learning goals and to plan,
differentiate, and modify instruction
● NBPTS 1: Teachers are committed to students and their learning
● NBPTS 3: Teachers are responsible for managing and monitoring student
learning
 Think of a student who struggles with language in your classroom.

How might our current assessments hinder our ability to measure their
understanding?

How can we change assessments to more accurately measure their

understanding?
About my student
● 4th percentile in language input and output
● 99th percentile in spatial reasoning
● Experiences difficulty in classroom with
understanding large amounts of language
● Consulted with:
○ Vice Principal Image: A normal distribution with sections
labeled as 4th percentile, 10th percentile, etc.
○ Psychologist
○ Student Aide
Now your turn...
What are the strengths of your student? Weaknesses? How are those present or
absent in an assessment in your classroom?
Thinking Process
Address strengths (spatial reasoning) as a form of communication

● Allow for circling/coloring in answers

● Provide multiple identical graphs to show work without getting too crowded

Image: An example of a test that measures spatial reasoning. The student

is shown a 3D object and asked to select the 2D net that forms the object.
Thinking Process (cont)
Address weaknesses: processing and outputting language

● Remove language that is there just for grammaticality reasons

● Use repetitive sentence structure rather than changing it up
● Give multiple choice options
● Provide a work bank
● Remove relative clauses like “that” and “it” as well as reference phrases such
as “the aforementioned”.
● Bold vocab words
Extra words to preserve grammaticality Grammatically imperfect but understandable

Entirely free response Multiple choice when available

Text all looks the same Bold vocabulary words

Using “that” and “it” Referring directly to ideas and questions.

Example
“The median hours spent in the weight room for School 1 is
less than the median for School 2”

The median for school 1 is less than school

2
Now your turn...
Rewrite a math question for an assessment that you use, and alter it for this
student.

Challenge: Alter it for one of your own students.

Test results
Did this magically improve the student’s grade? No. But that is to be expected.

● One of the questions saw improvement compared to the formative quiz,

changing from a 1 to a 2
● The same level of change is not yet implemented in classroom structure
● Language challenges impact her class work the most
Survey results
I asked the student, her aide, and her case carrier whether they considered the
changes to be helpful.

● Student: yes, appreciated the fewer words and bolded vocab

● Aide: Did not see much of a difference; acknowledge fundamental lack of
knowledge in this student
● Case carrier: thought the student had an easier time with this test

Overall: positive.
Now your turn...
If you were proctoring this student, what signs would you look for to determine if
she has better access to the test?
Culminating activity
You will receive a worksheet where you will describe a student’s strengths and
needs, and describe how you might address both in an assessment.