Beliefs, practices and concerns about authentic assessment, five case studies of secondary mathematics teachers

grantor: University of TorontoThis is a qualitative study of five secondary school teachers as they attempt to employ authentic assessment strategies in their instructional practice. The study emerged after a review of research on the use of authentic assessment in secondary school mathematics and a recognition of a marked lack of detail in the literature concerning the beliefs, practices and concerns of secondary school mathematics teachers as they endeavour to, change their assessment practices to align with current forms of instructional practice. Such detail, is needed if educators are to understand the value, successes and difficulties of employing authentic assessment in a secondary school mathematics program and thus be able to offer appropriate assistance. A qualitative approach, combining interviews, logs, collection of sample assessments, and classroom observation was used to gather the data over a one year period and to describe the five cases. These case studies record what the teachers are doing and why they are doing it, as well as the dilemmas and support that they encounter. Their use of authentic assessment includes a wide variety of techniques including journals, performance rubrics, checklists, and peer- and self-evaluation. The key messages that voice include the necessity for a problems-based curriculum, the importance of developing a collaborative teacher culture, and the important role that administrators can play in facilitating change in assessment practices. Thus, the study has significant implications for teachers and for those concerned with the professional development and growth of teachers in the area of assessment.Ed.D