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Authentic approaches to learning assessment strategies: Beginning teachers' practice in classrooms

Herrington, A., Herrington, J. and Glazer, E. (2002) Authentic approaches to learning assessment strategies: Beginning teachers' practice in classrooms. In: 24th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 26 - 29 October 2002, Athens, Georgia, U.S.A pp. 1105-1114.

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Abstract

In the project described in this paper, the synthesis of research into situated learning was used to design and develop a multimedia learning environment to teach assessment strategies in mathematics to preservice teachers which was intended to transfer to teaching practice. The paper describes a follow-up study which investigated the influence of using the authentic approaches presented in the multimedia learning environment on the teaching and assessment practices of the same people as beginning teachers. Practicing teachers, who as preservice teachers participated in the earlier study, were interviewed with regard to the influence that the authentic approach had on their first and second years of teaching and assessing mathematics. Analysis of data indicates that a complex mix of influences and environmental factors impact upon the teachers' use of assessment strategies in their beginning years of teaching, and that preservice pedagogical beliefs are not always translated to beginning classroom practice.

Publication Type: Conference Paper
Conference Website: http://www.pmena.org/2002/
Notes: Appears In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
URI: http://researchrepository.murdoch.edu.au/id/eprint/7046
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