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ERIC Number: EJ822102
Record Type: Journal
Publication Date: 2008
Pages: 15
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1442-3901
Addressing Changing Assessment Agendas: Impact of Professional Development on Secondary Mathematics Teachers in NSW
Pegg, John; Panizzon, Debra
Mathematics Teacher Education and Development, v9 p66-80 2007-2008
In New South Wales the focus on assessment "for" learning requires teachers to consider carefully the alignment between assessment, curriculum, and pedagogy. This emerging agenda in teacher education seeks to ensure that assessment practices provide advice to teachers about what students know and where teaching might be directed to enhance learning. To incorporate this change into classroom practices, teachers need ongoing and sustained professional development. This paper describes the experiences of secondary mathematics teachers as they engaged in a two-year professional development program using the SOLO Model as the theoretical framework to explore the changing nature of assessment. Initially, teachers' views of the advantages of the professional development experience are identified as major themes. Following this overview, three case studies are presented to provide a longitudinal perspective about the ways in which the views of teachers evolved over the period of the project. (Contains 2 tables.)
Mathematics Education Research Group of Australasia. 67 Kokoda Avenue, Wahroonga 2076, Australia. Fax: +61-9688-5001; e-mail: vp.conferences@merga.net.au; Web Site: http://www.merga.net.au/publications/mted.php
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia