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dc.contributor.authorDole, S.
dc.contributor.authorNisbet, S.
dc.contributor.authorWarren, E.
dc.contributor.authorCooper, T.
dc.description.abstractIn a context of system-wide changes to mathematics assessment, primary (elementary) school teachers were brought together to develop a package of exemplary assessment tasks, rich in potential to provide data on students' mathematical understanding and knowledge, and relating to a new assessment framework. Through involvement in writing, the teachers were able to guide their own professional development and consequently improve their teaching and assessment practices. The writing team situation provided teachers with support, feedback, and opportunities for reflection; as well as assisting them to gain confidence in using and understanding the assessment framework. This paper reports the teachers" reactions to the collaborative writing process and evaluates the effectiveness of collaborative developments, of this form, as professional development. The teachers' responses to the program indicate that it was effective in improving confidence, knowledge and understanding with respect to mathematics teaching, learning and assessment because it provided opportunities for support, feedback and reflection on trials of ideas in classrooms.
dc.publisherMathematics Education Research Group of Australia
dc.relation.ispartofjournalMathematics Teacher Education and Development
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.titleTeacher Collaboration in Developing Rich Assessment Tasks in Mathematics as a Professional Development Activity
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.hasfulltextNo Full Text
gro.griffith.authorNisbet, Steven

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