Conceptualizing teachers' understanding of students' mathematical learning by using assessment tasks* |
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| Authors: | Pi-Jen Lin |
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| Institution: | (1) Department of Mathematics Education, National HsinChu University of Education, 521 Nan-Dah Road, 300 Hsin-Chu, Taiwan, People’s Republic of China |
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| Abstract: | The study was designed to support teachers on conceptualizing their understanding of students' learning by the use of assessment
tasks. A school-based assessment team consisting of the researcher and four third-grade teachers teaching in the same school
was set up as a learning context of supporting teachers in developing assessment tasks integral to instruction. The assessment
tasks along with students' responses to the task, classroom observations, interviews, routine weekly meetings, teachers' weekly
reflective journals, and students' responses to the assessment tasks were the data collected in the study. The teachers' views
of using assessment tasks and the generation of assessment tasks were developed in the course of the study. In the process
of generating assessment tasks, teachers improved their awareness of students' various solutions and learning difficulties
to a specific problem, their awareness of the importance of developing students' critical thinking, and their awareness of
where students need to make a remedial instruction.
The research reported in the paper was supported by the National Science Council of Taiwan under Grant NSC 90-2521-S134-003-.
The opinions expressed in this paper are those of the author and do not necessarily reflect the view of funding agency. |
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| Keywords: | assessment tasks professional development students' responses |
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