scholarly journals Insights Chinese Primary Mathematics Teachers Gained into their Students’ Learning from Using Classroom Assessment Techniques

2019 ◽  
Vol 9 (2) ◽  
pp. 150 ◽  
Author(s):  
Xiaoyan Zhao ◽  
Marja van den Heuvel-Panhuizen ◽  
Michiel Veldhuis

In this study, we explored the insights that Chinese primary mathematics teachers gained into their students’ mathematical understanding from using classroom assessment techniques (CATs). CATs are short teacher-initiated targeted assessment activities proximate to the textbook, which teachers can use in their daily practice to make informed instructional decisions. Twenty-five third-grade teachers participated in a two-week program of implementing eight CATs focusing on the multiplication of two-digit numbers, and filled in feedback forms after using the CATs. When their responses described specific information about their students, emphasized the novelty of the gained information, or referred to a fitting instructional adaptation, and these reactions went together with references to the mathematics content of the CATs, the teachers’ responses were considered as evidence of gained insights into their students’ mathematics understanding. This was the case for three-quarters of the teachers, but the number of gained insights differed. Five teachers gained insights from five or more CATs, while 14 teachers did so only from three or fewer CATs, and six teachers showed no clear evidence of new insights at all. Despite the differences in levels of gained insights, all the teachers paid more attention to descriptions of students’ performance than to possible instructional adaptations.

1992 ◽  
Vol 85 (8) ◽  
pp. 612-615
Author(s):  
Ralph W. Cain ◽  
Patricia A. Kenney

The NCTM's Curriculum and Evaluation Standards for School Mathematics proposes a vision for assessment in the mathematics classroom that would “help teachers better understand what students know and make meaningful instructional decisions” (NCTM 1989, 189). For assessment to be truly aligned with the mathematics curriculum, teachers would give more emphasis to taking a holistic view of mathematics—using multiple assessment methods, including written, oral, and performance formats, and incorporating calculators, computers, and manipulatives as part of assessment. Thus, mathematics teachers would be empowered to trust their own abilities and judgments in the area of mathematics assessment (Clarke, Clarke, and Lovitt 1990; Cooney and Badger 1990; Schoen 1989; Webb and Briars 1990).


1995 ◽  
Vol 66 (1) ◽  
pp. 108 ◽  
Author(s):  
Nancy Van Note Chism ◽  
Thomas A. Angelo ◽  
K. Patricia Cross

2015 ◽  
Vol 55 (2) ◽  
pp. 169
Author(s):  
Calantha Tillotson

Melissa Bowles-Terry and Cassandra Kvenild present Classroom Assessment Techniques for Librarians as a toolbox for instruction librarians seeking to create an assessment program in their academic library. Beginning by providing a basic introduction to educational assessment theory, Bowles-Terry and Kvenild build a foundation of understanding with their fellow instruction librarians regarding what assessment means and why it should be used in any library instruction program.


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