Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Pre-Service And In-Service Teachers’ Rubric Assessments Of Mathematical Problem Solving, Grant Kuehl, Kimberly Sofronas, Abigail Lau
Pre-Service And In-Service Teachers’ Rubric Assessments Of Mathematical Problem Solving, Grant Kuehl, Kimberly Sofronas, Abigail Lau
NERA Conference Proceedings 2014
This paper will report findings from a study designed to explore pre-service and in-service teachers’ rubric assessments of 4th-grade student mathematics work samples. Pre-service and in-service elementary school teachers were recruited to participate in this survey-based research which included three hypotheses: (a) in-service teachers would report greater confidence levels using rubrics and exhibit better attitudes toward assessment than pre-service teachers, (b) in-service teachers would be more reliable in their rubric scores than pre-service teachers, and (c) in-service teachers would identify greater differences than pre-service teachers in their evaluations of the work samples. Descriptive statistics, t-tests, and qualitative methods …
Mathematics Teachers’ Use Of The Culturally Relevant Cognitively Demanding Mathematics Task Framework And Rubric In The Classroom, Shelly Jones
NERA Conference Proceedings 2015
Because of the increasing diversity in many classrooms as well as the need to make mathematics relevant for all students, it is important for teachers to implement culturally relevant pedagogy, but also challenge students by maintaining the cognitive demand of mathematics tasks. The purpose of this study is to learn best practices for designing and implementing culturally relevant cognitively demanding (CRCD) mathematics tasks and using the CRCD Mathematics Task Rubric (Matthew, L., Jones, S., & Parker, Y.A., 2013) to examine teacher-created tasks. Teachers who chose to participate in the study took a first step in becoming culturally relevant educators.