Shaping assessment through instructional innovation

How do changes in mathematics instruction shape the kind of assessment practices teacher use? This qualitative study examined the assessment beliefs and practices of four middle school mathematics teachers implementing a reformed mathematics curriculum for the first time. Through observations of cla...

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Bibliographic Details
Published in:The Journal of mathematical behavior 1996-06, Vol.15 (2), p.113-136
Main Authors: Graue, M.Elizabeth, Smith, Stephanie Z.
Format: Article
Language:English
Subjects:
Elementary Secondary Education
Mathematics
Mathematics Curriculum
Mathematics Instruction
Mathematics Teachers
Reformed Mathematics Curriculum
Student Attitudes
Teacher Attitudes
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Summary:How do changes in mathematics instruction shape the kind of assessment practices teacher use? This qualitative study examined the assessment beliefs and practices of four middle school mathematics teachers implementing a reformed mathematics curriculum for the first time. Through observations of classroom interaction, teacher interviews, and analysis of instructional documents, we charted the beginnings of change in the types of assessment information these teachers found valuable. Constraints on change in assessment included time available to develop, implement, and interpret alternative assessments, as well as parent and student beliefs about what it meant to do well in mathematics. Tightening the link between curriculum and assessment involves more than excellent curriculum materials—it will require support from multiple audiences and broadening beliefs about what it means to do and know mathematics.
ISSN:0732-3123
1873-8028
DOI:10.1016/S0732-3123(96)90010-3