A Joint Vision for Classroom Assessment

1992 ◽  
Vol 85 (8) ◽  
pp. 612-615
Author(s):  
Ralph W. Cain ◽  
Patricia A. Kenney
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Classroom Assessment ◽  
Mathematics Classroom ◽  
Mathematics Assessment ◽  
Instructional Decisions ◽  
Holistic View ◽  
Evaluation Standards ◽  
And Performance ◽  
Multiple Assessment

The NCTM's Curriculum and Evaluation Standards for School Mathematics proposes a vision for assessment in the mathematics classroom that would “help teachers better understand what students know and make meaningful instructional decisions” (NCTM 1989, 189). For assessment to be truly aligned with the mathematics curriculum, teachers would give more emphasis to taking a holistic view of mathematics—using multiple assessment methods, including written, oral, and performance formats, and incorporating calculators, computers, and manipulatives as part of assessment. Thus, mathematics teachers would be empowered to trust their own abilities and judgments in the area of mathematics assessment (Clarke, Clarke, and Lovitt 1990; Cooney and Badger 1990; Schoen 1989; Webb and Briars 1990).

scholarly journals Mathematics Classroom Assessment: A Framework for Designing Assessment Tasks and Interpreting Students’ Responses

2021 ◽  
Vol 11 (3) ◽  
pp. 1088-1106
Author(s):  
Eleni Demosthenous ◽  
Constantinos Christou ◽  
Demetra Pitta-Pantazi
Keyword(s):  
Teaching And Learning ◽  
Classroom Assessment ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Fourth Grade ◽  
Mathematics Assessment ◽  
Assessment Tasks ◽  
Grade Classroom ◽  
Do So

Classroom assessment could contribute substantially to improving students’ mathematics learning. The process of classroom assessment involves decisions about how to elicit evidence, how to interpret it, and how to use it for teaching and learning. However, the field still needs to further explore how assessment tasks could guide forthcoming instructional adjustments in the mathematics classroom. Towards the endeavor of unpacking the classroom assessment, we present a framework that provides a lens to capture the interplay between the design of mathematics assessment tasks and the analysis of students’ responses. To do so, we relied on existing frameworks of mathematics assessment tasks, and on issues that pertain to the design of tasks. The proposed framework consists of three types of mathematics assessment tasks, their respective competencies, and the characterization of students’ responses. The framework is exemplified with students’ responses from a fourth-grade classroom, and is also used to sketch different students’ profiles. Issues regarding the interpretation of students’ responses and the planning of instructional adjustments are discussed.

scholarly journals Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques

2019 ◽  
Vol 9 (2) ◽  
pp. 150 ◽  
Author(s):  
Xiaoyan Zhao ◽  
Marja van den Heuvel-Panhuizen ◽  
Michiel Veldhuis
Keyword(s):  
Mathematics Teachers ◽  
Classroom Assessment ◽  
Daily Practice ◽  
Mathematical Understanding ◽  
Instructional Decisions ◽  
Specific Information ◽  
Primary Mathematics ◽  
Mathematics Understanding ◽  
Assessment Techniques ◽  
Instructional Adaptation

In this study, we explored the insights that Chinese primary mathematics teachers gained into their students’ mathematical understanding from using classroom assessment techniques (CATs). CATs are short teacher-initiated targeted assessment activities proximate to the textbook, which teachers can use in their daily practice to make informed instructional decisions. Twenty-five third-grade teachers participated in a two-week program of implementing eight CATs focusing on the multiplication of two-digit numbers, and filled in feedback forms after using the CATs. When their responses described specific information about their students, emphasized the novelty of the gained information, or referred to a fitting instructional adaptation, and these reactions went together with references to the mathematics content of the CATs, the teachers’ responses were considered as evidence of gained insights into their students’ mathematics understanding. This was the case for three-quarters of the teachers, but the number of gained insights differed. Five teachers gained insights from five or more CATs, while 14 teachers did so only from three or fewer CATs, and six teachers showed no clear evidence of new insights at all. Despite the differences in levels of gained insights, all the teachers paid more attention to descriptions of students’ performance than to possible instructional adaptations.

One Point of View: Calculating the Influence of Tests on Instruction

1989 ◽  
Vol 36 (9) ◽  
pp. 10-11
Author(s):  
Donald L. Chambers
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Appropriate Use ◽  
Evaluation Standards ◽  
Widespread Acceptance

Implementing the NCTM's curriculum and evaluation standards will require a change in the beliefs of many mathematics teachers and widespread acceptance of a fundamental premise of the Standards: that “appropriate calculators should be available to all students at all times” (Commission on Standards for School Mathematics of the NCTM 1989. 8). It will require widespread acceptance of the use of calculators in testing, for as the Standards observes, “until tests provide for the appropriate use of calculators, many teachers will continue to prohibit their use in the classroom. Without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change.”

Implementing The Standards: The Role Of Technology in Teaching Mathematics

1990 ◽  
Vol 83 (1) ◽  
pp. 27-31
Author(s):  
Franklin Demana ◽  
Bert K. Waits
Keyword(s):  
Mathematics Teachers ◽  
Mathematics Classroom ◽  
Graphing Calculators ◽  
Teaching Mathematics ◽  
Evaluation Standards ◽  
Mathematical Content ◽  
Technology In Teaching ◽  
To Come ◽  
The Many

Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) assumes that in grades 9–12 all students will have access to graphing calculators, that every mathematics classroom will have a demonstration computer available at all times, and that all students will have the opportunity to use computers in mathematics. Teachers must start now to implement the many technologies currently available and prepare for the explosion of technology to come in this decade. In this article we address some questions about technology that are sure to arise as we begin to implement the spirit and vision of the Standards. Our examples are drawn primarily from the use of graphing calculators in advanced algebra and beyond, but the questions are typical of those that arise with other technologies and other mathematical content.

scholarly journals Influence of Instructional Resources Provision and Performance in Mathematics Subject in Public Girls Secondary Schools Baringo Central Sub-County

2020 ◽  
Vol 2 (1) ◽  
pp. 141-149
Author(s):  
Rose J Changwony ◽  
Pamela Ochieng ◽  
Bernard Chemwei
Keyword(s):  
Secondary Schools ◽  
Mathematics Teachers ◽  
Function Theory ◽  
Instructional Materials ◽  
Instructional Resources ◽  
Education Production Function ◽  
Education Production ◽  
The Government ◽  
Adequate Provision ◽  
And Performance

This paper looks at the contribution of instructional resources towards the performance of girls in Kenya Certificate of Secondary Examination mathematics in girls’ secondary schools in Baringo Central. Based on Hanushek, education production function theory, the instructional resources were considered critical inputs for ensuring the output (examinations performance in mathematics by girls’ students) is attained. The study targeted mathematics Heads of Department, mathematics teachers and girls enrolled in 6 girls’ secondary schools in Baringo Central Sub County, Kenya. A sample of 6 HODs, 18 mathematics teachers and 166 girls were selected to participate in the study. The research found out that all respondents said that adequate provision of infrastructural and educational resources did have a significant effect (p<0.05) on girls’ performance in mathematics in the six public secondary schools. Schools that had inadequate learning resources performed poorly compared to those that had adequate instructional materials. The paper recommends that there is a need for the government of Kenya to equip all schools with necessary supportive infrastructure (electricity, internet and computers) to facilitate instruction in the current digital age. In addition, teachers need to improve their knowledge and skills in using information technological resources.

scholarly journals Literacy-Based Instructional Techniques for the Middle School Mathematics Teacher

2020 ◽  
Vol 9 (2) ◽  
pp. 91
Author(s):  
Nicole Parker ◽  
Janet Breitenstein ◽  
Cindy Jones
Keyword(s):  
Middle School ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Middle School Mathematics ◽  
Mathematical Understanding ◽  
Disciplinary Literacy ◽  
School Mathematics ◽  
Instructional Techniques ◽  
Literacy Strategies ◽  
And Performance

Disciplinary literacy strategies in mathematics lessons are essential and may be embedded in three necessary parts of the lesson: before reading, during reading, and after reading. In this article, we highlight disciplinary literacy strategies that middle school mathematics teachers might implement to guide students to increased mathematical understanding and performance. 

Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools

2014 ◽  
Vol 3 (3) ◽  
pp. 236-251 ◽  
Author(s):  
Anne Brosnan
Keyword(s):  
School Leadership ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Primary Schools ◽  
Mathematics Curriculum ◽  
Continuing Professional Development ◽  
Pilot Project ◽  
Lessons Learned ◽  
Content Type ◽  
Initial Resistance

Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.

scholarly journals Behavioral Executive Functions Among Adolescents With Mathematics Difficulties

2017 ◽  
Vol 51 (6) ◽  
pp. 578-588 ◽  
Author(s):  
Marja E. Holm ◽  
Pirjo Aunio ◽  
Piia M. Björn ◽  
Liisa Klenberg ◽  
Johan Korhonen ◽  
...  
Keyword(s):  
Executive Functions ◽  
Mathematics Classroom ◽  
Action Planning ◽  
Mathematics Performance ◽  
Mathematics Assessment ◽  
Classroom Context ◽  
Male Adolescents ◽  
Mathematics Difficulties ◽  
Directing Attention ◽  
Shifting Attention

This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.

Sign in / Sign up

Export Citation Format

Share Document