Teacher Collaboration in Developing Rich Assessment Tasks in Mathematics as a Professional Development Activity

No Thumbnail Available
File version
Author(s)
Dole, S.
Nisbet, S.
Warren, E.
Cooper, T.
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
1999
Size
File type(s)
Location
License
Abstract

In 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.

Journal Title
Mathematics Teacher Education and Development
Conference Title
Book Title
Edition
Volume
1
Issue
Thesis Type
Degree Program
School
Publisher link
DOI
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement
Item Access Status
Note
Access the data
Related item(s)
Subject
Curriculum and Pedagogy
Specialist Studies in Education
Persistent link to this record
Citation