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ERIC Number: ED424293
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
Mathematics Assessment Practices in Colorado Classrooms: Implications about Variations in Capacity and Students' Opportunities To Learn.
Snow-Renner, Ravay
To measure the extent of student opportunities to learn relative to educational reform goals, the Colorado Educational Policy Consortium at the University of Colorado-Denver designed and administered teacher and student surveys about instructional and assessment-related processes statewide. This study uses data from the 1997 teacher survey to explore teacher reports about assessment practices in mathematics classrooms relative to student opportunities to learn. Survey responses were received from 737 mathematics and science teachers in grades 4, 8, and 10 (approximately 17% of the teachers for those grades), and 116 elementary school and 223 secondary school students provided information about their classroom assessment practices. The emphasis of elementary school teachers on authentic assessments was greater than that reported by secondary school teachers. However, overall findings indicate that students in different classrooms experience differential opportunities to learn relative to reform-oriented assessments, and that teachers indicate varying levels of capacity for implementing such assessment practices. Such variation may be partially attributable to fluctuations in teacher capacity and knowledge and partially to ambiguous policy definitions of reform in Colorado. Implications for further study include extending research about student opportunity to learn through alternative examinations of classroom-level assessment practices, and greater investment in building local teacher capacity. (Contains 6 tables and 54 references.) (SLD)
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado