Teacher-Assessment and Equity.

This paper presents a critique of teachers' assessment practices from a social justice standpoint. It is based on two studies of different aspects of the established system of teacher assessment in the United Kingdom. Each study found that teachers' own perspectives, resources, and interpretations led to the construction of views of students' mathematics which differed from those constructed by other teachers or researchers. It is concluded that professional critiques of assessment decisions made about individuals need to be developed and raises further research questions about equity in assessment practice. (Author/KHR)