| Title: |
Influence of Context on Teachers' Assessment Practices |
| Language: |
English |
| Authors: |
Stack, Kamie K.; Baldinger, Erin E. |
| Source: |
North American Chapter of the International Group for the Psychology of Mathematics Education. 2022 (pter). |
| Availability: |
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Peer Reviewed: |
Y |
| Page Count: |
9 |
| Publication Date: |
2022 |
| Document Type: |
Speeches/Meeting Papers; Reports - Research |
| Education Level: |
Secondary Education |
| Descriptors: |
Evaluation Methods; Student Evaluation; Teacher Attitudes; Mathematics Teachers; Secondary School Teachers; Mathematics Instruction; Professional Autonomy; Decision Making; Mastery Learning; Learning Processes; Teacher Administrator Relationship; Values |
| Abstract: |
The process of assessing students is a fundamental part of teaching and learning mathematics. The assessment practices a teacher chooses are shaped by their values while also being shaped by the context of the school, district, state, and country where the teaching takes place. This can result in gaps between teachers' values and practices. In this study, we use student work sample interviews with five secondary mathematics teachers to illustrate their values around assessment, the factors that influence their assessment practices, and how their agency influences their assessment decisions. We focus on the important role contextual factors can play in shaping teachers' agency and assessment choices. These findings have implications for teacher education and further research around how assessments are used. [For the complete proceedings, see ED630210.] |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
ED630329 |
| Database: |
ERIC |