An Investigation of How Teachers Score Constructed-Response Mathematics Assessment Tasks

Autor/inn/en	Wang, Ning; Cai, Jinfa
Titel	An Investigation of How Teachers Score Constructed-Response Mathematics Assessment Tasks
Quelle	In: Journal of Research in Education, 28 (2018) 1, S.1-29 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Scoring; Statistical Analysis; Mathematics Instruction; Teaching Experience; Teacher Attitudes; Elementary School Teachers; Foreign Countries; Mathematics Tests; Preservice Teachers; Middle School Teachers; Student Attitudes; Scoring Rubrics; Cross Cultural Studies; Secondary School Students; China; United States + Suchen Sie Ihr Suchwort? Bewertung; Statistische Analyse; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Schülerverhalten; Scoring formulas; Auswertungsbogen; Cultural comparison; Kulturvergleich; Sekundarschüler; USA
Abstract	This study identified some factors associated with teachers' knowledge and beliefs that are related to scoring mathematics constructed-response (CR) assessment tasks. Five groups of teachers (n = 274) who either had different teaching experiences or had different cultural beliefs about teaching and learning mathematics were selected to score 28 students' responses to seven CR math tasks. Among the 274 teachers, the first four groups (n=222) were selected from China. Group 1 was composed of pre-service elementary school teachers; group 2, pre-service secondary teachers; group 3, elementary in-service teachers; and group 4, secondary in-service teachers. The fifth group (n = 52) was composed of in-service middle school teachers from the United States. A number of analyses of variance (ANOVA) on teachers' scores of the 28 responses and subsets of the responses were conducted to examine the mean differences across different groups of teachers. Four factors were found to have significant relationships with the rating differences. They were teaching experience, experience with students at particular grade levels, the nature of students' responses, and beliefs in teaching and learning mathematics. The identification of the factors has implications both for promoting validity of test scores and for examining teachers' understanding of student learning targets. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01