Title

Practicing What We Preach: Authentic Assessment In Mathematics

Abstract

Individual students within any mathematics classroom possess unique strengths, weaknesses, preferred learning styles, maturity levels, and academic understandings (or misunderstandings). However, each student is expected to progress through the same set of mathematical standards and to achieve at a predetermined level on statewide assessment tests. This article presents authentic assessment and instruction strategies that can be interwoven to ensure that students receive learning opportunities that allow them to seek solutions in a manner that is most consistent with their specific background knowledge and learning styles. Two examples from a fifth-grade classroom are presented and conclusions about the effectiveness of this approach are discussed. © 1999, Sage Publications. All rights reserved.

Publication Date

1-1-1999

Publication Title

Assessment for Effective Intervention

Volume

25

Issue

1

Number of Pages

15-30

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1177/073724779902500104

Socpus ID

84992804094 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84992804094

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