France and the United States both face significant challenges in educating immigrant students, in particular, those who are refugees or who have limited education before arriving in their new homeland. This study examines assessment strategies at an upstate New York high school from the point of view of four teachers who work with the school’s high concentration of immigrant students, many of whom are refugees. The methods and techniques they discuss, along with the practical challenges of teaching students who speak more than forty languages, are compared with assessment methods of regional educational agencies in France known as CASNAV (the French acronym for “Academic Center for the Schooling of New Immigrants and Traveling Community Children”). Particular attention is given to CASNAV’s use of a wordless mathematical assessment, as well as tests that examine first language literacy, and how these instruments might be adapted by U.S. educators.
|Advisor:||Woznick, Aimee M., Wagle, Amanda J.|
|School:||State University of New York Empire State College|
|School Location:||United States -- New York|
|Source:||MAI 55/03M(E), Masters Abstracts International|
|Keywords:||CASNAV, Educational assessment, French education, Immigrant education, Immigrant students, Refugee students, U.S. education, United States|
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