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ERIC Number: ED378224
Record Type: RIE
Publication Date: 1993-Oct
Pages: 36
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Dilemmas and Issues for Teachers Developing Performance Assessments in Mathematics. A Case Study of the Effects of Alternative Assessment in Instruction, Student Learning and Accountability Practices.
Flexer, Roberta J.; Gerstner, Eileen A.
Issues involved in the construction of alternative forms of assessment by mathematics teachers were studied through the case study of assessment development in three elementary schools. Three schools with 14 third-grade teachers were selected and matched with comparison schools. Data are presented about the mathematics part of the study, along with explorations of the dilemmas and issues faced by teachers in all three schools, those unique to one site, and changes observed in teachers in each school. Teachers struggled mainly with issues in the area of beliefs and practical teaching knowledge. The difficulty was not so much in developing performance assessments as it was in believing that it was a worthwhile endeavor. The most disturbing dilemmas were those that focused on what was important to teach and how children learn. As might be expected, there were great differences in the amount of individual change by teachers, but some did adopt the concepts of performance assessment. (Contains 15 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.
Note: Paper prepared at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).