| dc.creator |
Norene Vail Lowery |
|
| dc.date |
2003-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:36:08Z |
|
| dc.date.available |
2015-08-12T11:36:08Z |
|
| dc.identifier |
1062-9017 |
|
| dc.identifier |
https://doaj.org/article/7fb6aecbbff94f6f814df8e246616af5 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/31379 |
|
| dc.description |
Reform efforts in mathematics education challenge teachers to assess traditional forms of assessment and to explore and implement alternative forms of assessment. Empowering all students with mathematical literacy demands methods of assessment that reflect and enhance the present state of knowledge about learning, about teaching, about mathematics, and about assessment. This discussion highlights insightful perspectives on assessment strategies and techniques currently being addressed and implemented. A cohort of middle school mathematics teachers reveal their experiences and reflections in addressing current assessment practices and ventures in innovative and alternative approaches to assessment. |
|
| dc.publisher |
University of Georgia |
|
| dc.relation |
http://math.coe.uga.edu/TME/Issues/v13n1/v13n1.Lowery.pdf |
|
| dc.relation |
https://doaj.org/toc/1062-9017 |
|
| dc.source |
Mathematics Educator, Vol 13, Iss 1, Pp 15-21 (2003) |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.title |
Assessment Insights from the Classroom |
|
| dc.type |
article |
|