Classroom Assessment Practices of Secondary School Members of NCTM

Autor/in	Ohlsen, Michele T.
Titel	Classroom Assessment Practices of Secondary School Members of NCTM
Quelle	In: American Secondary Education, 36 (2007) 1, S.4-14 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Student Evaluation; Grades (Scholastic); High Stakes Tests; Mathematics Teachers; Evaluation Methods; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Notenspiegel; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	In the current high-stakes educational environment, emphasis is on measurable student learning outcomes. The focus remains on single high-stakes tests, but most assessments of student learning occur in the classroom. In a survey of secondary mathematics teachers, the teachers self-reported their use of classroom assessment methods. The classroom assessment picture depicted is one of continued reliance on traditional assessments such as quizzes and major examinations as the main determinant of student grades. However, traditional assessments are not the only indicators that determine student grades. Secondary mathematics teachers use multiple assessments to determine student grades at the end of a semester. (Author).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10