Back to Search
Start Over
The Interpretative Nature of Teachers' Assessment of Students' Mathematics: Issues for Equity.
- Source :
-
Journal for Research in Mathematics Education . Mar 2002 33(2):78-110. - Publication Year :
- 2002
-
Abstract
- Discusses fairness and equity in mathematics assessment. Illustrates these issues with two studies of teachers' informal classroom assessment practices and their interpretation and evaluation of students' formal written mathematical texts. Indicates that different teachers could interpret similar work differently. Discusses and critiques approaches for improving the quality and equity of teachers' assessment. (Author/KHR)
Details
- Language :
- English
- ISSN :
- 0021-8251
- Volume :
- 33
- Issue :
- 2
- Database :
- ERIC
- Journal :
- Journal for Research in Mathematics Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ667024
- Document Type :
- Journal Articles<br />Reports - Research