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Conceptualizing Teachers' Understanding of Students' Mathematical Learning by Using Assessment Tasks

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Title: Conceptualizing Teachers' Understanding of Students' Mathematical Learning by Using Assessment Tasks
Language: English
Authors: Lin, Pi-Jen
Source: International Journal of Science and Mathematics Education. Nov 2006 4(3):545-580.
Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 36
Publication Date: 2006
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 3
Descriptors: Learning Problems, Student Evaluation, Program Effectiveness, Remedial Instruction, Task Analysis, Grade 3, Critical Thinking, Data Collection
DOI: 10.1007/s10763-006-9030-2
ISSN: 1571-0068
Abstract: The study was designed to support teachers on conceptualizing their understanding of students' learning by the use of assessment tasks. A school-based assessment team consisting of the researcher and four third-grade teachers teaching in the same school was set up as a learning context of supporting teachers in developing assessment tasks integral to instruction. The assessment tasks along with students' responses to the task, classroom observations, interviews, routine weekly meetings, teachers' weekly reflective journals, and students' responses to the assessment tasks were the data collected in the study. The teachers' views of using assessment tasks and the generation of assessment tasks were developed in the course of the study. In the process of generating assessment tasks, teachers improved their awareness of students' various solutions and learning difficulties to a specific problem, their awareness of the importance of developing students' critical thinking, and their awareness of where students need to make a remedial instruction.
Abstractor: As Provided
Number of References: 30
Entry Date: 2011
Accession Number: EJ924586
Database: ERIC
FullText Text:
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  Data: Conceptualizing Teachers' Understanding of Students' Mathematical Learning by Using Assessment Tasks
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+and+Mathematics+Education%22"><i>International Journal of Science and Mathematics Education</i></searchLink>. Nov 2006 4(3):545-580.
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  Data: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
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  Data: <searchLink fieldCode="DE" term="%22Learning+Problems%22">Learning Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Remedial+Instruction%22">Remedial Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Task+Analysis%22">Task Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Data+Collection%22">Data Collection</searchLink>
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  Data: 10.1007/s10763-006-9030-2
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  Data: 1571-0068
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  Data: The study was designed to support teachers on conceptualizing their understanding of students' learning by the use of assessment tasks. A school-based assessment team consisting of the researcher and four third-grade teachers teaching in the same school was set up as a learning context of supporting teachers in developing assessment tasks integral to instruction. The assessment tasks along with students' responses to the task, classroom observations, interviews, routine weekly meetings, teachers' weekly reflective journals, and students' responses to the assessment tasks were the data collected in the study. The teachers' views of using assessment tasks and the generation of assessment tasks were developed in the course of the study. In the process of generating assessment tasks, teachers improved their awareness of students' various solutions and learning difficulties to a specific problem, their awareness of the importance of developing students' critical thinking, and their awareness of where students need to make a remedial instruction.
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