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 |
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| 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 |
| 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.] |
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