An Analysis of the Redesigned SAT-I Mathematics: Perceptions of Teachers, English Proficient Students, and English Language Learners
This study examines how large scale assessments like the Scholastic Aptitude Test (SAT), developed for students proficient in academic English, may not produce reliable and valid outcomes for academically vulnerable students, namely English Language Learners (ELLs). This mixed-methods study was cond...
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| Language: | English |
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2021
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| Online Access: | https://doi.org/10.7916/d8-dmgk-xz60 |