ERIC Number: ED358116
Record Type: RIE
Publication Date: 1993-Apr
Quantitative Analysis of Effects in the Classrooms.
McMullen, Bonita Gibson
The framework and results of a study exploring the effects of alternative assessment on mathematics teaching are reported. The instrument for the observation of alternative assessment in the classroom, based on the processes defined by P. L. Peterson (1988), is described along with a discussion of the methodology and the data implications. Eighteen elementary school and secondary school teachers were observed over the 1991-92 school year, as part of the Innovative Mathematics Assessment and Teachers' Classroom Practice project. In addition, results are presented from the collection of informal data, such as teacher interviews, comments, and written summaries describing assessment strategies that worked or did not work in the classes. Study data, along with data from the teacher observation reports, provide evidence that the use of alternative assessments helps mathematics teachers change their teaching strategies, incorporating the use of an emphasis on meaning and understanding, encouragement of student autonomy and persistence, and the direct teaching of higher order cognitive strategies. Six tables present study findings, and three figures illustrate the discussion. (SLD)
Descriptors: Alternative Assessment, Classroom Observation Techniques, Educational Assessment, Elementary School Teachers, Elementary Secondary Education, Interviews, Mathematics Instruction, Mathematics Teachers, Performance Based Assessment, Research Methodology, Secondary School Teachers, Teaching Methods, Thinking Skills
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).