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

Abstract

The purpose of this study was to examine effects of classroom-based performance-assessment (PA)-driven instruction. Sixteen teachers were randomly assigned to PA and no-PA conditions. PA teachers attended a workshop, administered 3 PAs over several months, and met with colleagues to score PAs and share ideas for providing student feedback and instruction. PA teachers' knowledge about PA increased; their curriculum shifted toward problem solving; and they reported relying on varied strategies to promote problem solving. Compared to no-PA students, above-grade PA students sh'owed stronger problem solving on all measures, at-grade PA students, on 2 of 3 measures; below-grade students, on only 1 dimension of 1 measure. Professional development needs to promote mathematical problem solving among all students are discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 75 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.