NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ667024
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0021-8251
The Interpretative Nature of Teachers' Assessment of Students' Mathematics: Issues for Equity.
Morgan, Candia; Watson, Anne
Journal for Research in Mathematics Education, v33 n2 p78-110 Mar 2002
Discusses fairness and equity in mathematics assessment. Illustrates these issues with two studies of teachers' informal classroom assessment practices and their interpretation and evaluation of students' formal written mathematical texts. Indicates that different teachers could interpret similar work differently. Discusses and critiques approaches for improving the quality and equity of teachers' assessment. (Author/KHR)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)