ERIC Number: ED364577
Record Type: RIE
Publication Date: 1993-Apr
What Gets Graded Is What Gets Valued.
Wilson, Linda Dager
The experiences of two mathematics teachers at a high school in which assessment reform is being encouraged are described. The school district had decided that the implementation of authentic assessment and assessment reform would be levers to broaden school reforms. Observations in the Algebra 2 class of one teacher and the Algebra 1 class of another teacher show ways in which authentic assessment is put into practice. Through observing, interviewing, and asking her students to write about their own learning, the Algebra 2 teacher used many authentic assessment approaches. Students, however, did not recognize that they were frequently given writing assignments because these self-evaluations were not included in the grading scheme. The components of authentic assessment were not part of the grading system and were not valued by the students. As the assessment reform movement progresses, this issue of grading systems will become more critical. Grades are a powerful force; they define what it means to know and do mathematics in the classroom. One figure illustrates a sample assessment page. (Contains 8 references.) (SLD)
Descriptors: Algebra, Classroom Techniques, Educational Assessment, Educational Change, Grades (Scholastic), Grading, High School Students, High Schools, Mathematics Instruction, Mathematics Teachers, Performance Based Assessment, Secondary School Teachers, Student Attitudes, Student Evaluation, Teacher Attitudes, Teacher Developed Materials, Values
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). Previously entitled "The Classroom Assessment Practices of Two Mathematics Teachers."