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Enhancing Teachers' Understanding Of Students' Learning By Using Assessment Tasks

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Title: Enhancing Teachers' Understanding Of Students' Learning By Using Assessment Tasks
Language: English
Authors: Lin, Pi-Jen
Source: International Group for the Psychology of Mathematics Education. 2003 3.
Availability: International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Peer Reviewed: N
Page Count: 8
Publication Date: 2003
Document Type: Reports - Research
Speeches/Meeting Papers
Education Level: Grade 3
Descriptors: Student Evaluation, Observation, Grade 3, Elementary School Teachers, Foreign Countries, Data Collection, Feedback (Response), Mathematics Instruction, Instructional Effectiveness, Teacher Education, Program Effectiveness
Geographic Terms: Israel, United States
Abstract: The study was designed to enhance teachers' understating of students' learning by using assessment tasks. Four third-grade teachers and the researcher collaboratively set up a school-based assessment team in the two-year Assessment Practices in Mathematics Classroom project that assisted teachers in implementing assessment as integral part of instruction. The assessment tasks along with students' responses to the tasks and classroom observation were major methods of data collection. Interweaving the tasks with analyzing students' responses to the tasks was a valuable way of assessment in which students enhanced their learning and teachers gained better understanding of students learning informing their instructional decision- making. (Contains 9 figures.) [For complete proceedings, see ED500858.]
Abstractor: Author
Number of References: 13
Entry Date: 2008
Accession Number: ED501010
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Enhancing Teachers' Understanding Of Students' Learning By Using Assessment Tasks
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  Data: International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
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  Data: The study was designed to enhance teachers' understating of students' learning by using assessment tasks. Four third-grade teachers and the researcher collaboratively set up a school-based assessment team in the two-year Assessment Practices in Mathematics Classroom project that assisted teachers in implementing assessment as integral part of instruction. The assessment tasks along with students' responses to the tasks and classroom observation were major methods of data collection. Interweaving the tasks with analyzing students' responses to the tasks was a valuable way of assessment in which students enhanced their learning and teachers gained better understanding of students learning informing their instructional decision- making. (Contains 9 figures.) [For complete proceedings, see ED500858.]
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      – Text: English
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      – SubjectFull: Observation
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      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Data Collection
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Teacher Education
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Israel
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      – SubjectFull: United States
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      – TitleFull: Enhancing Teachers' Understanding Of Students' Learning By Using Assessment Tasks
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