Peer reviewed
Direct linkERIC Number: EJ1285549
Record Type: Journal
Publication Date: 2020
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1326-0286
EISSN: N/A
Collaborative Assessment Design as Teacher Professional Learning: A Case Study of Student Fraction Knowledge
Thompson, Christine; Gabriel, Florence; Leonard, Simon
Australian Primary Mathematics Classroom, v25 n1 p27-32 2020
The authors explore how collaborative assessment design is an often overlooked but valid opportunity for professional learning. The article examines how student feedback and a well-designed assessment can reveal potential improvements to the teaching and learning of fractions.
Descriptors: Teacher Made Tests, Teacher Collaboration, Faculty Development, Mathematics Tests, Elementary School Mathematics, Fractions, Elementary School Students, Feedback (Response), Student Reaction, Test Validity, Language Usage, Foreign Countries
Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: office@aamt.edu.au; Web site: https://primarystandards.aamt.edu.au/Journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
