Assessment Practices: Empowering Mathematics and Science Teachers in Rural Secondary Schools to Enhance Student Learning

Autor/inn/en	Panizzon, Debra; Pegg, John
Titel	Assessment Practices: Empowering Mathematics and Science Teachers in Rural Secondary Schools to Enhance Student Learning
Quelle	In: International Journal of Science and Mathematics Education, 6 (2008) 2, S.417-436 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-007-9084-9
Schlagwörter	Rural Schools; Student Evaluation; Program Effectiveness; Foreign Countries; Science Teachers; Mathematics Teachers; Teaching Methods; Mathematics Instruction; Science Instruction; Secondary School Students; Secondary School Teachers; Evaluation Methods; Faculty Development; Cognitive Processes; Classroom Techniques; Scientific Concepts; Mathematical Concepts; Australia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulnote; Studentische Bewertung; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarschüler; Cognitive process; Kognitiver Prozess; Klassenführung; Australien
Abstract	Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students "know" and "can do" in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major components of teacher practice impacted by the study. The core component was questioning while the six contributing components were: (1) teachers' pedagogical practices; (2) attention to cognition; (3) teaching strategies; (4) assessment linked to pedagogy; (5) classroom advantages for students; and (6) classroom advantages for teachers. These findings represent a major shift in teachers' perceptions of assessment from a focus on the accumulation of students' marks to one of diagnosis as a means of directing teaching to enhance students' scientific and mathematical understandings. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10