Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving.

Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol L.; Katzaroff, Michelle

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Peer reviewed

ERIC Number: EJ613949

Record Type: CIJE

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0002-8312

EISSN: N/A

Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving.

Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol L.; Katzaroff, Michelle

American Educational Research Journal, v36 n3 p609-46 Fall 1999

Examined the effects of classroom-based performance assessment-driven instruction (PA) with 16 teachers randomly assigned to PA and no-Pa conditions. Results show PA-driven instruction can increase teachers' understanding of what PA is and how it might be used to improve mathematics instructional decisions. (SLD)

Descriptors: Educational Planning, Elementary Education, Elementary School Teachers, Mathematics, Performance Based Assessment, Student Evaluation

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Note: Research supported in part by Grant H324V980001 from the U.S. Department of Education, Office of Special Education, and Core Grant HD15052 from the National Institute of Child Health and Human Development.