Building Preservice Elementary Teachers' Capacity in Mathematics Authentic Assessment

• In Event: Marriott Roundtable Session 24
  In Roundtable Session: Classroom Assessment Across the Content Areas

Abstract

Due to limited assessment coursework, continuing professional development and a systematic intervention model are important to build preservice elementary teachers’ capacity to design and use mathematics authentic assessment tasks in their teacher preparation programs and beyond. In this paper, we report findings derived from the first two phases of our mixed-methods longitudinal intervention study that investigated an intervention model (Authentic Assessment Learning Activities) and its impact on preservice elementary mathematics teachers' knowledge (conceptions, expertise) and learning of authentic assessment, mathematical knowledge for teaching, as well as use of authentic assessment in the teaching of mathematics when they become beginning teachers. Implications for planning and design of assessment coursework and continuing professional development programs for prospective mathematics teachers will be discussed.

Authors

• Kim H. Koh, University of Calgary

• Olive Chapman, University of Calgary

• Shimeng Liu, University of Calgary