Preservice Teachers' Conceptions of and Evaluation About Good Mathematics Assessment Practices

• In Event: 75.061 - Roundtable Session 34
  In Roundtable Session: 75.061-2 - Mathematics Teacher Education

Abstract

Despite the importance of teachers’ conception of good assessment practices, limited attention is given to this area in the current literature. This study examined preservice teachers’ (PSTs) conceptions of good mathematics assessment and how their conceptions were reflected in the selection of mathematics assessment tasks for students. Analyses of survey responses and assessment selection tasks revealed that our PSTs developed conceptions of good assessment well aligned with the suggestions from the current reform documents. However, our PSTs relied on their personal mathematical and pedagogical preferences when they selected assessment tasks. In addition, their choices were influenced by factors external to the needs of students, such as PSTs’ familiarity with topics, as opposed to the task’s cognitive and mathematical challenge.

Authors

• Ji-Won Son, University at Buffalo - SUNY

• Ji-Eun Lee, Oakland University

• Woong Lim, Kennesaw State University