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ERIC Number: ED423294
Record Type: Non-Journal
Publication Date: 1997-Dec
Pages: 54
Abstractor: N/A
Reference Count: N/A
Teachers' Shifting Assessment Practices in the Context of Educational Reform in Mathematics.
Saxe, Geoffrey B.; Franke, Megan L.; Gearhart, Maryl; Howard, Sharon; Crockett, Michele
This paper presents a study of primary and secondary mathematics teachers' changing assessment practices in the context of policy, stakeholder, and personal presses for change. Two cohorts of teachers, one of 35 elementary, middle school, and high school teachers and the other of 24 elementary and middle school teachers participated. Using survey and interviews, teachers' reports of their uses of three forms of assessment were collected. Two forms were linked to reforms in mathematics education (open ended problems and rubrics) and one was linked to traditional practice (exercises). Findings reveal several trajectories of change in the interplay between assessment forms and the functions that they serve. Teachers may implement new assessment forms in ways that serve "old" functions; teachers may re-purpose "old" assessment forms in ways that reveal students' mathematical thinking. The developmental framework in this study provides a way to understand the dynamics of teacher development in relation to ongoing educational reforms. Three appendixes present the teacher survey, interview schedule, and teacher questionnaire. (Contains 4 figures and 12 references.) (Author/SLD)
Publication Type: Reports - Research; Tests/Questionnaires
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.