Education Commons^™

Rethinking Mathematics Assessment: Some Reflections On Solution Dynamics As A Way To Enhance Quality Indicators, Elliott Ostler, Neal Grandgenett, Carol Mitchell

Teacher Education Faculty Publications

This paper is intended to offer some reflections on the difficulties associated with the appropriate use of rubric assessment in mathematics at the secondary level, and to provide an overview of an assessment technique, hereafter referred to as solution dynamics, as a way to enhance popular rubric assessment techniques. Two primary aspects of solution dynamics are presented in this manuscript. The first aspect considers how the tasks assigned in mathematics classrooms might be better organized and developed to demonstrate an evolving student understanding of the subject. The second aspect illustrates how revised scoring parameters reduce the potential for scoring inconsistencies …

In The Classroom: Vocabulary (April '90), Michael P. French, Kathy Everts Danielson, Maureen Conn, Willa Gale, Charlene Lueck, Mona Manley

Teacher Education Faculty Publications

Vocabulary knowledge is one of the most critical elements of comprehension. Helping students to expand their own vocabularies and to become more interested in words is a challenge for all teachers. The following techniques provide teachers various ways to enhance students' vocabulary development. To read more about vocabulary instruction, see: Heimlich, J.E., & Pittelman, S.D. (1986). Semantic mapping: Classroom applications. Newark, DE: International Reading Association. Johnson, D.D. (Ed.) (1986). Vocabulary [Special issuel. Journal of Reading, 29 (7). Johnson, D.D., & Pearson, PD. (1984). Teaching reading vocabulary (2nd ed.). New York: Holt, Rinehart and Winston. Marzano, R.J., & Marzano, J.S. (1988). …

In The Classroom: Reading And Writing In The Content Areas (Dec. '89), Michael P. French, Kathy Everts Danielson, Maureen Conn, Willa Gale, Charlene Lueck, Mona Manley

Teacher Education Faculty Publications

Students comprehend content material by reading, discussing, writing, questioning, investigating, exploring, and organizing. Reading and writing in the content areas relates prior knowledge, classroom interaction, cooperative learning, vocabulary instruction, and questioning techniques. Children practice research skills by organizing information in a meaningful and practical manner. This month's In the Classroom column presents ways in which teachers can enhance their students' comprehension of content area topics by involving them in various classroom activities. Additional resources for content area reading and writing activities follow :

Dupuis, M.M. (1983). Reading in the content areas: Research for teachers. Newark, DE: International Reading Association.

Graves, …