This volume takes an in-depth look at the problems and practices involved in conducting formative assessments in middle school mathematics classrooms. Researchers and teachers identify the challenges teachers faced as they attempted to implement new assessment procedures.
Author(s): Michelle Fine, Rosemarie A. Roberts, Maria Elena Torre, Janice Bloom, April Burns
Series: Ways of knowing in science and mathematics
Publisher: Teachers College Press
Year: 2004
Language: English
Pages: 265
Contents......Page 6
Introduction......Page 8
PART I OVERVIEW AND BACKGROUND OF REFORM IN ASSESSMENT PRACTICES......Page 10
Monitoring Student Progress......Page 12
PART II TEACHING AND ASSESSMENT UNDER A REFORM CURRICULUM......Page 30
Instructional Innovation and Changing Assessments......Page 32
Expanding Classroom Practices......Page 52
Practices in Transition: A Case Study of Classroom Assessment......Page 67
PART III THE DESIGN OF NEW ASSESSMENT TASKS......Page 88
Developing Assessment Problems on Percentage......Page 90
Analysis of an End-of-Unit Test......Page 107
The Design of Open–Open Assessment Tasks......Page 129
Investigations as Thought-Revealing Assessment Problems......Page 144
PART IV EMBEDDING ASSESSMENT IN INSTRUCTIONAL PRACTICE......Page 160
Making Instructional Decisions: Assessment to Inform the Teacher......Page 162
Enriching Assessment Opportunities Through Classroom Discourse......Page 176
Collaborative Partnership: Staff Development That Works......Page 195
Retracing a Path to Assessing for Understanding......Page 207
PART V GENERALIZING THE APPROACH......Page 228
Classroom Assessment as a Basis for Teacher Change......Page 230
References......Page 244
About the Contributors......Page 252
Index......Page 258
