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ERIC Number: ED501010
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 13
Enhancing Teachers' Understanding Of Students' Learning By Using Assessment Tasks
Lin, Pi-Jen
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p205-212
The study was designed to enhance teachers' understating of students' learning by using assessment tasks. Four third-grade teachers and the researcher collaboratively set up a school-based assessment team in the two-year Assessment Practices in Mathematics Classroom project that assisted teachers in implementing assessment as integral part of instruction. The assessment tasks along with students' responses to the tasks and classroom observation were major methods of data collection. Interweaving the tasks with analyzing students' responses to the tasks was a valuable way of assessment in which students enhanced their learning and teachers gained better understanding of students learning informing their instructional decision- making. (Contains 9 figures.) [For complete proceedings, see ED500858.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel; United States