ERIC Number: ED392773
Record Type: Non-Journal
Publication Date: 1995-Nov
Reference Count: N/A
Assessing Mathematics Performance Assessment: A Continuing Process. NCRTL Craft Paper 95-7.
Lehman, Michael F.
A teacher describes how he changed the way his high school students learned mathematics, using cooperative learning methodology and focusing on oral, as opposed to written, examinations and on group effort as opposed to individual effort. As the students' learning changed, the teacher was faced with the new problem of assessing the new type of learning that was now occurring. He developed and refined a performance assessment instrument, which he adjusted to fit the needs of the students and the different mathematics courses in which it was used. The 5-year development of this assessment method is outlined, focusing on how the scoring rubric gives students valuable feedback that promotes further learning and better assessment of the student's knowledge. In this system, the teacher is no longer judge and jury, but rather a coach or facilitator. Student, parent, and community reaction toward the assessment method is also presented. (NAV)
Descriptors: Cooperative Learning, Group Dynamics, High School Students, High Schools, Learning Strategies, Mathematics Education, Mathematics Tests, Scoring Rubrics, Secondary School Mathematics, Student Attitudes, Student Evaluation, Student Participation, Teaching Methods
National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($5.86).
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Teacher Learning, East Lansing, MI.