Teachers' assessment practices in mathematics: Classrooms in the context of reform

Assessment in Education: Principles, Policy and Practice

Volumn 17, Issue 4, 2010, Pages 399-417

  Suurtamm, Christine ^a   Koch, Martha ^a   Arden, Ann ^a  

^a UNIVERSITY OF OTTAWA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79959919986     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/0969594X.2010.497469     Document Type: Article

References (47)

1. Arter, J.A. 2003. Assessment for learning: Classroom assessment to improve student achievement and well-being. In Measuring up: Assessment issues for teachers, counselors, and administrators, ed. J.E. Wall and G.R. Walz, 463-484. Greensboro, NC: ERIC Clearinghouse.
2. Ball, D.L., ed. 2003. Mathematical proficiency for all students: Toward a strategic research and development program in mathematics education. Santa Monica, CA: RAND Institute.
3. Bay, J.M., B. Reys, and R.E. Reys. 1999. The top 10 elements that must be in place to implement standards-based mathematics curricula. Phi Delta Kappan 80, no. 7: 503-506.
4. Black, P., and D. Wiliam. 1998. Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice 5, no. 1: 7-74.
5. Boaler, J. 2008. What's math got to do with it? London: Penguin Press.
6. Brookhart, S.M. 2001. Successful students' formative and summative uses of assessment information. Assessment in Education: Principles, Policy & Practice 8, no. 2: 153-169.
7. Brookhart, S.M. 2003. Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice 22, no. 4: 5-12.
8. Brookhart, S.M. 2004. Classroom assessment: Tensions and intersections in theory and practice. Teachers College Record 106, no. 3: 429-458.
9. Carless, D. 2007a. Conceptualising pre-emptive formative assessment. Assessment in Education: Principles, Policy & Practice 14, no. 2: 171-184.
10. Carless, D. 2007b. Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International 44, no. 1: 57-66.
11. Cobb, P. 1994. Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher 23, no. 7: 13-20.
12. Dekker, T., and E. Feijs. 2005. Scaling up strategies for change: Change in formative assessment practices. Assessment in Education: Principles, Policy & Practice 12, no. 3: 237-254.
13. Delandshere, G., and A.R. Petrosky. 1998. Assessment of complex performances: Limitations of key measurement assumptions. Educational Researcher 27, no. 2: 14-24.
14. Earl, L. 2003. Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin.
15. Forman, E.A. 2003. A sociocultural approach to mathematics reform: Speaking, inscribing, and doing mathematics within communities of practice. In A research companion to principles and standards for school mathematics, ed. J. Kilpatrick, W.G. Martin, and D. Schifter, 333-352. Reston, VA: National Council of Teachers of Mathematics.
16. Fosnot, C., and M. Dolk. 2001. Young mathematicians at work. Portsmouth, NH: Heinemann.
17. Fuchs, L.S., and D. Fuchs. 1986. Effects of systematic formative evaluation: A meta-analysis. Exceptional Children 53, no. 3: 199-208.
18. Fullan, M. 2001. The new meaning of educational change. 3rd ed. New York: Teachers College Press.
19. Gardner, J., ed. 2006. Assessment and learning. Thousand Oaks, CA: Sage.
20. Gearhart, M., and G.B. Saxe. 2004. When teachers know what students know: Integrating mathematics assessment. Theory into Practice 43, no. 4: 304-313.
21. Gipps, C. 1994. Beyond testing: Towards a theory of educational assessment. London: Falmer Press.
22. Graue, M.E., and S.Z. Smith. 1996. Shaping assessment through instructional innovation. Journal of Mathematical Behavior 15, no. 2: 113-136.
23. Guskey, T.R. 2003. How classroom assessments improve student learning. Educational Leadership 60, no. 5: 6-11.
24. Hiebert, J., T.P. Carpenter, E. Fennema, K. Fuson, P. Human, H. Murray, A. Olivier, and D. Wearne. 1997. Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
25. Jacobs, J.K., J. Hiebert, K.B. Givven, H. Hollingsworth, H. Garnier, and D. Wearne. 2006. Does eighth-grade mathematics teaching in the United States align with the NCTM Standards? Results from the TIMSS 1995 and 1999 video studies. Journal for Research in Mathematics Education 37, no. 1: 5-32.
26. Joint Committee on Standards for Educational Evaluation (JCSEE). 2003. The student evaluation standards: How to improve evaluation of students. Thousand Oaks, CA: Corwin Press & ETS.
27. Kilpatrick, J., W.G. Martin, and D. Schifter. 2003. A research companion to principles and standards for school mathematics. Reston, VA: NCTM.
28. Lund, A. 2008. Assessment made visible: Individual and collective practices. Mind, Culture, and Activity 15, no. 1: 32-51.
29. McMillan, J.H. 2003. Understanding and improving teachers' classroom assessment decision making: Implications for theory and practice. Educational Measurement: Issues and Practice 22, no. 4: 34-43.
30. Moss, P.A. 2003. Reconceptualizing validity for classroom assessment. Educational Measurement: Issues and Practice 22, no. 4: 13-25.
31. National Council of Teachers of Mathematics (NCTM). 1989. Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
32. National Council of Teachers of Mathematics. 1995. Assessment standards for school mathematics. Reston, VA: NCTM.
33. National Council of Teachers of Mathematics. 2000. Principles and standards for school mathematics. Reston, VA: NCTM.
34. Ontario Ministry of Education (OME). 2005a. The Ontario curriculum Grades 1-8 mathematics revised. Toronto: Queen's Printer for Ontario.
35. Ontario Ministry of Education (OME). 2005b. The Ontario curriculum Grades 9 and 10 mathematics revised. Toronto: Queen's Printer for Ontario.
36. Romagnano, L. 2001. The myth of objectivity in mathematics assessment. Mathematics Teacher 94, no. 1: 31-37.
37. Scriven, M. 1967. The methodology of evaluation. In Perspectives on curriculum evaluation, ed. R. Tyler, R. Gagne, and M. Scriven, 39-83. Chicago, IL: Rand McNally.
38. Sfard, A. 2003. Balancing the unbalanceable: The NCTM standards in the light of theories of learning mathematics. In A research companion for NCTM standards, ed. J. Kilpatrick, G. Martin, and D. Schifter, 353-392. Reston, VA: National Council of Teachers of Mathematics.
39. Shepard, L.A. 2000. The role of assessment in a learning culture. Educational Researcher 29, no. 7: 4-14.
40. Shepard, L.A. 2001. The role of classroom assessment in teaching and learning. In Handbook of research on teaching, ed. V. Richardson, 4th ed., 1066-1101. Washington, DC: American Educational Research Association.
41. Stiggins, R. 2005. From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan 87, no. 4: 324-328.
42. Stobart, G. 2008. Testing times: The uses and abuses of assessment. London: Routledge.
43. Suurtamm, C. 2004. Developing authentic assessment: Case studies of secondary school mathematics teachers' experiences. Canadian Journal of Science, Mathematics and Technology Education 4, no. 4: 497-513.
44. Suurtamm, C., and B. Graves. 2007. Curriculum Implementation in Intermediate Mathematics (CIIM) report. http://www.edu.gov.on.ca/eng/studentsuccess/lms.
45. Watt, H.M. 2005. Attitudes to the use of alternative assessment methods in mathematics: A study with secondary mathematics teachers in Sydney, Australia. Educational Studies in Mathematics 58, no. 1: 21-44.
46. Westheimer, J. 1998. Among school teachers: Community autonomy and ideology in teachers' work. New York: Teachers College Press.
47. Wiliam, D. 2007. Keeping learning on track: Classroom assessment and the regulation of learning. In Second handbook of research on mathematics teaching and learning, vol. 2, ed. F.K. Lester, 1053-1098. Reston, VA: NCTM.