Introduction
    Student diversity requires diverse teaching approaches and methods in order to meet student needs and ensure high levels of learning. Of these, assessment practice is deemed critical (Wilson & Kenney, 2003; Zachos, 2005). Recent studies suggest that assessment practices must shift to become more balanced and include a greater focus on formative rather than summative approaches as has been true in the past.  
    This exploratory qualitative study on teachers’ assessment practice is derived from a large-scale research project aimed at improving practical and theoretical understandings of the validity of the assessments embedded within standards-driven elementary school mathematics curricula. We aim to understand overall assessment practices and teachers’ use of curriculum embedded assessment materials in classroom environments with a diverse population of students. This report will address the following research questions:

(1) How do teachers in culturally and linguistically diverse classrooms understand assessment and characterize their own assessment practice?

(2) Are teachers in such classrooms able to maintain a balanced approach to assessment? If so, how? If not, why?  
Perspective
Balanced Assessment
    Formative assessment, characterized as “assessment for learning”, is defined as tasks or activities that support teachers’ instructional decisions and monitoring of student’s progress (NRC 2001, 2003; Pellegrino, Chudowski & Glaser, 2001). In contrast, summative assessments or “assessment of learning” measure growth and achievement usually with tools designed to capture what a student has learned at the end of a fixed period of study (NRC, 2001). A balanced assessment system is comprised of formative and summative assessments and is founded on the belief that the primary purpose of education is to maximize achievement for all students.

Equity and Assessment

NCTM’s commitment to equity suggests that considering student differences should be at the forefront of designing and implementing classroom experiences aimed at teaching mathematics for understanding (NCTM, 2000). Further, assessment practice should promote equity (Wilson & Kenney, 2003): “teaching which incorporates formative assessment has helped to raise levels of student achievement, and has better enabled teachers to meet the needs of increasingly diverse student populations, helping to close gaps in equity of student outcomes (CERI, 2008, p. 1)”.
Methods

Teacher interviews, classroom observations, and post-observation interviews were coded and analyzed using a grounded theory approach (Strauss & Corbin, 1998).  The researchers identified assessment language, and assessment behavior that could be characterized as either “assessment for learning” (Assessment Reform Group, 1999; NRC, 2001) or “assessment of learning” (Stiggins, 2005). Data were also coded for the teachers’ attention to diversity of their students in regards to their assessment practice.   
Data sources
We focus on eight teachers from ethnically and racially diverse schools in a large Mid-Western city. Each teacher completed at least two teacher interviews and was also observed twice. The student population from these classrooms includes 3rd, 4th, and 5th grade students who are using either Everyday Mathematics (EDM) or Math Trailblazers (MTB) curricula.

Results

Varying degrees of teacher understanding of assessment and competency in utilizing classroom assessment opportunities were illuminated. Teachers referred to formative assessment components but these components were often missing during classroom observations. If present, they were often implemented with limited effectiveness. For example, some teachers asked students to show “Thumbs up” to check students’ answers but then didn’t ask follow-up questions to expose student thinking. There were few teachers who acknowledged and accommodated the varying needs of their students by customizing their teaching and assessment practice.

A goal of both EDM and MTB is to support teachers in having a balanced assessment practice by providing formative and summative components. Results indicate that these eight teachers are implementing assessments with varying degrees of fidelity to balanced practice. Teachers cited forgoing formative assessment components due to district mandates requiring summative assessments to be administered.  Another common reason for not utilizing particular assessment components was the view that students lacked the necessary skills or tools to complete them. For example, teachers cited not using homework as an assessment opportunity, even though the curriculum materials suggest otherwise. Teachers claimed that parents could not “read the homework” or “do the mathematics” in order to assist students if needed.

There were teachers who accommodated the student diversity in their assessment practice. One teacher was consistent in describing adjustments to his assessment practice by accommodating the needs of his [diverse] students, citing, “everything depends on the population you have in front of you.” Teachers’ perspectives on student ability influence their assessment practice, especially their expectations of what students can do. (Black and William, 1998; Cross, 1996). Yet, overwhelmingly, most teachers did not acknowledge student’s background as a factor in making instructional decisions about assessing students’ knowledge.
Discussion
  This study has provided a picture of eight teacher’s assessment practice while implementing curriculum embedded assessments in linguistically and culturally diverse classrooms. Many assessment components provided in both curricula intended to assist teachers with a balanced assessment approach are not being implemented as intended, or implemented at all. Evidence suggests several reasons for this such as the materials themselves do not provide ample support of teacher use of the embedded assessments, teachers’ understanding of assessment is limited and school and district pressures influence teacher decisions to use more summative approaches. There is also a notable and concerning lack of attention to student diversity when considering assessment practice.

Significance   
    Students demonstrate unprecedented score gains on standardized assessments when their teachers apply the principles of assessment for learning in the classroom (Black and William, 1998). Hence, the need to better understand how teachers use and employ assessment practices is crucial particularly because teachers must be equipped with necessary pedagogical skill to effectively manage diverse student populations. This study will contribute to the research, curriculum design, and professional development literature relevant to providing equitable opportunities for mathematics learning for all students.

Interactive Paper Session Plan

The speakers will provide an overview of the major components of the study but will concentrate on the study results and implications. Questions will be created to engage the audience in looking more closely at the data.

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