While addressing curricula objectives, the teachers made high priority of planning relevant activities that connect mathematics with the real world and creating a rich learning environment. The teachers tried innovative approaches and teaching strategies to address the mathematical content in a hands-on, minds-on manner. Teachers used a variety of assessment approaches in a traditional and non-traditional manner Assessment Insights for student assessment. Different learning styles were more easily addressed by alternative assessment.
These teachers developed and implemented some effective approaches to alternative assessment that fostered student learning and helped to address motivation concerns. Some strategies that encouraged students to learn math were: doing extra credit assignments, using peer tutoring, valuing classroom discourse, and finding ways to justify their answer. Teachers used manipulatives and exploration through questioning to assist students in developing as independent thinkers. Showing the application and necessity of mathematics while bringing in real-world scenarios was also an effective and valuable strategy. Teachers reassured students that they can do the work and encouraged risk taking. Students developed self-confidence as they were asked to provide their opinion on problems in classroom discourse and in writing. This created a safe learning environment more conducive to learning. Motivation appeared to be the ultimate goal for ensuring student encouragement and interests. Challenging students with competitions and games was a good motivator for the middle school student. Teachers also reported that cooperative grouping encouraged students in problem solving and logic while they learned to help each other. Teachers encouraged students to justify why they did what they did, focusing on the thinking processes rather than just the answer.
The teachers’ learning experiences focused on developing and promoting better classroom assessment. Initially, the teachers explored the recent trends in changes from behavioral to cognitive views of learning and assessment, as well as changes to authentic, multi-dimensional, and collaborative assessment. Teachers learned about the constructivist perspective of teaching and learning school mathematics that is predominant in the NCTM Standards documents (NCTM, 1989, 1991, 1995, 2000). Teachers confronted their own perspective of the nature of mathematics by participating in learning activities that encouraged deep reflection and discourse. Davis, Maher, & Noddings (1990) believe that this perspective has a direct bearing on the ways reform can be approached. Unveiling or developing one's own conception of the nature of mathematics was an enlightening experience that promoted a deeper understanding of reflective teaching and learning mathematics. Teachers developed a better conceptual understanding as they explored mathematics topics as
learners and teachers to better inform instruction and assessment. Teachers examined and explored reasons for evaluating and assessing student achievement. Being aware that teachers evaluate and assess in order to enable decision-making about mathematics instruction and classroom climate was a critical aspect of these teachers' learning. The protocols presented above communicate important tensions for the middle school mathematics teachers among testing expectations, assessment of student understanding, and the need to assign grades.
Appreciating the need for reform was another area of study for the teachers. For the teachers, this meant acknowledging that current testing procedures are inadequate and realizing the need for further research. Through the workshop experiences and the teachers' own personal classroom action research, teachers discovered why there is a need for reform in assessment. It was apparent that using multiple assessment strategies was a significant step toward creating a more complete picture of the student's mathematical understanding and achievement. New evaluation models and technologies that utilize assessment procedures that reflect the changes in school mathematics are needed. Ultimately, the middle school teachers demonstrated a belief that classrooms should be active learning environments where instruction is interactive and multiple forms of assessment are interwoven with teaching.
Multiple forms of assessment are being advocated as we come to understand that traditional means of assessment have not addressed the needs of all learners. Richard Stiggins estimates that educators spend about a third of their time involved in assessment-related activities that guide the instructional and classroom decisions which directly affect learning (1993). A time investment such as this demands that teachers examine their current assessment practices. Simply testing student achievement with traditional instruments and protocols is insufficient. Empowering all students with mathematical literacy demands methods of assessment
that reflect and enhance the present state of knowledge about learning, teaching, mathematics, and assessment. Implementing improved assessment in the mathematics classroom begins with combining instruction with assessment to better meet the needs of the learner. In order to plan and implement new strategies for assessment, mathematics teachers should have opportunities for professional development, as did these middle school teachers. It is crucial that a support system in the mathematics learning community be
developed along with any efforts to change, alter, and improve assessment in the classroom. Mathematics teachers must personally explore alternative assessment strategies. They should be involved in creating and implementing tasks that are exemplars of mathematics instruction as envisioned by the NCTM. As part of this effort to develop tasks, teachers should have opportunities to observe students doing mathematics and to examine the their products. A solid basis for mathematics teaching, learning, and assessment is created when teachers value and comprehend recent trends, perspectives towards mathematics teaching and learning, evaluation and assessment, and the need for reform. The informed mathematics teacher has the ability and the tools to offer the best learning environment for improving student achievement and understanding. In this article, I have attempted to present a multi-perspective approach toward understanding and implementing assessment reform. The middle school mathematics teachers encountered many problems on this journey from traditional classroom assessment to implementing alternative assessment strategies. Some problems were unique, but many were common among all teachers. Some problems were collectively resolved, while others, such as student motivation, remain as ongoing obstacles to address. These teachers learned about assessment and implementing innovative strategies in a collaborative environment. As a result, the need for a strong support system to implement change was revealed and valued. The experiences and insights of these teachers may promote and encourage other middle school mathematics teachers to move outside the comfort zone of traditional assessment protocols and begin implementing innovative and alternative approaches to assessment.
No comments:
Post a Comment