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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ613949
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving.
Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol L.; Katzaroff, Michelle
American Educational Research Journal, v36 n3 p609-46 Fall 1999
Examined the effects of classroom-based performance assessment-driven instruction (PA) with 16 teachers randomly assigned to PA and no-Pa conditions. Results show PA-driven instruction can increase teachers' understanding of what PA is and how it might be used to improve mathematics instructional decisions. (SLD)
Descriptors: Educational Planning, Elementary Education, Elementary School Teachers, Mathematics, Performance Based Assessment, Student Evaluation
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Research supported in part by Grant H324V980001 from the U.S. Department of Education, Office of Special Education, and Core Grant HD15052 from the National Institute of Child Health and Human Development.