Assessment: Does the Task Truly Measure What Was Intended?

1997 ◽  
Vol 3 (1) ◽  
pp. 74-82
Author(s):  
Carol Santel-Parke ◽  
Jinfa Cai
Keyword(s):  
Performance Assessment ◽  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Classroom Teacher ◽  
Performance Tasks ◽  
Higher Level Thinking ◽  
Assessment Tasks ◽  
Regional Conference ◽  
Reasoning Skills

During a recent NCTM regional conference, a speaker addressed the significance of performance assessment in the mathematics classroom. Afterward, a mathematics teacher posed a question to the speaker: “I agree with you that performance assessment is very important in the classroom, and your sample tasks are very interesting. However, as a classroom teacher, how can I design these kinds of interesting tasks or modify existing tasks to ensure that they accurately measure my own students' performance throughout the year?” Although only one teacher voiced this concern during the session, many other teachers may have similar concerns. The purpose of this article is to share a few of our experiences in developing performance-assessment tasks. We hope that the examples will be helpful to teachers in designing their own performance tasks to measure students' higher-level thinking and reasoning skills in the classroom.

Supporting Reform through Performance Assessment

2002 ◽  
Vol 8 (1) ◽  
pp. 24-30
Author(s):  
Richard Kitchen ◽  
April Cherrington ◽  
Joanne Gates ◽  
Judith Hitchings ◽  
Maria Majka ◽  
...  
Keyword(s):  
Performance Assessment ◽  
Immediate Feedback ◽  
Performance Tasks ◽  
Assessment Tasks

According to reform documents, results from performance assessment tasks give teachers immediate feedback about students' mathematical strengths and weaknesses (NCTM 1995). However, little research has been done to demonstrate just how teachers take advantage of this feedback. Furthermore, less is known about how teachers benefit from collaboratively writing, revising, implementing, and scoring performance tasks.

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

scholarly journals English Writing Formative Assessment in Indonesia

2021 ◽  
Author(s):  
Alexander Musa
Keyword(s):  
Formative Assessment ◽  
Classroom Observation ◽  
Writing Skills ◽  
Narrative Text ◽  
Performance Tasks ◽  
English Writing ◽  
Short Answer ◽  
Assessment Tasks ◽  
Assessment Techniques ◽  
Construction Task

This study aimed to investigate the assessment techniques used by a teacher in assessing students’ writing skills, the reason in implementing the techniques, and the students’ responses toward the implementation of the techniques. The collected data in this study included classroom observation that had been held in three times, interview, and written document. The following is the conclusions based on the data analysis. Since formative assessment of writing skill is the main focus of this study, the teacher implemented five writing performance tasks suggested by Brown (2010) namely dicto-comp, picture-cued task, short answer task, guided question and answer, and paragraph construction task. From the teaching process done by the teacher, the assessment tasks were implemented for formative purposes, that is, to monitor students’ progress in comprehending the lesson that is about narrative text. The teacher implemented some assessment tasks in an informal way to monitor students’ ongoing progress without recording the result of the performance, while the other tasks were implemented in a formal way to record students’ progress and to give them an appraisal of their progress and achievement.

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.

Transforming K-12 Mathematics Classroom Teacher Pedagogy Through Virtual Number Talks

2021 ◽  
pp. 402-422
Author(s):  
Candace Joswick ◽  
Nicole Fletcher ◽  
Audrey Meador
Keyword(s):  
Teacher Learning ◽  
Mathematics Classroom ◽  
Mathematical Thinking ◽  
Classroom Teacher ◽  
Mathematics Learning ◽  
The United States ◽  
Learning Cycle ◽  
Teacher Pedagogy ◽  
K 12 ◽  
Number Talks

Number Talks is a popular K-12 mathematics routine utilized in classrooms across the United States. Number Talks allows teachers to elicit and respond to students' mathematical thinking through the development of an encouraging classroom community and provide opportunities for students to engage in critical thinking, collaboration, communication, and creativity. In this chapter, the authors report their “virtualization” of the Number Talks routine and the development of a teacher learning cycle that supports implementation of this practice. The virtualization of Number Talks is illustrated through the pedagogical transformation of one teacher, who begins the teacher learning cycle skeptical of the value of Number Talks and ends with an innovative Virtual Number Talks practice that benefited both students and teachers in her school. This teacher's implementation of Virtual Number Talks and engagement in the “4C” of 21st century learning demonstrate a transformation of pedagogy that uses technology to create rich online mathematics learning experiences.

scholarly journals Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment

2018 ◽  
Vol 8 (2) ◽  
pp. 58 ◽  
Author(s):  
Carmen Sherry Brown
Keyword(s):  
Teacher Preparation ◽  
Performance Assessment ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Teacher Performance ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teacher Performance Assessment ◽  
Knowledge And Skills

To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.

Editorial Comment

1970 ◽  
Vol 1 (1) ◽  
pp. 5-6 ◽  
Author(s):  
David C. Johnson
Keyword(s):  
Mathematics Education ◽  
Editorial Comment ◽  
Mathematics Teacher ◽  
Classroom Teacher ◽  
Educational Practice ◽  
Publishing Research ◽  
Sufficient Information ◽  
Critical Research ◽  
Interest In Research ◽  
Research In Mathematics Education

The primary purpose of the NCTM is to improve educational practice in school mathematics. Since the ultimate aim of research in mathematics education is also to improve practice, the Council historically has had an interest in research and communicating the results and implications of research to the membership. Traditionally this has been done through the official journals of the Council, the Arithmetic Teacher and the Mathematics Teacher. One of the problems associated with publishing research manuscripts in these journals has been the difficulty encountered in attempting to include sufficient information for the critical “research reader” to make decisions regarding the procedures used and the appropriateness of the conclusions reported. The primary emphasis in reporting research has been summarizing and discussing implications of the research for the classroom teacher. The publication of the JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION will provide a means for more systematic and comprehensive reporting of research. It is anticipated that when appropriate, a summary, or “implications for instruction” article based on the research reported in the JOURNAL will be submitted for publication in the Arithmetic Teacher or the Mathematics Teacher.

Recreational Mathematics

1950 ◽  
Vol 43 (6) ◽  
pp. 290-291
Author(s):  
Aaron Bakst
Keyword(s):  
Mathematics Teacher ◽  
Classroom Teacher ◽  
The Other ◽  
Mathematical Instruction ◽  
Other Hand ◽  
Points Of View ◽  
Mathematical Operations ◽  
Interest And Motivation ◽  
Mathematical Literature

This is the beginning of a new department in The Mathematics Teacher. This department has a purpose. Its aim is to assist the classroom teacher in putting color and life in everyday teaching. There are many ways and means how this might be achieved. Generally, recreations are supposed to introduce elements of interest and motivation. On the other hand, recreations, as they have been known in the mathematical literature for centuries, have been centered around the puzzling and the play with mathematical operations. This may be interesting, but only for a while. Soon the interest in such things may wear off. This acts as a warning that we should not become too enthusiastic over such types of recreations. If we teach mathematics from such recreational points of view only, we may obscure the more important aims of the mathematical instruction.

New Questions about Numbers Outside the Mathematics Classroom

1986 ◽  
Vol 79 (3) ◽  
pp. 208-216
Author(s):  
James R. Smart
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Classroom ◽  
Real Life ◽  
Long Period

The greater-than-expected success of the original article, “Questions about Numbers Outside the Mathematics Classroom” (Mathematics Teacher 72 [November 1979]:624–25), has resulted in repeated requests for a second test of the same sort. These real-life uses of numbers on the new test have been common over a long period of time, yet many of us have not stopped to consider them carefully.

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