• Corpus ID: 64247560

Vermont Teachers' Understanding of Mathematical Problem Solving and "Good" Math Problems.

@inproceedings{Stecher1995VermontTU,
  title={Vermont Teachers' Understanding of Mathematical Problem Solving and "Good" Math Problems.},
  author={Brian M. Stecher and Karen J. Mitchell},
  year={1995}
}
MF01/PCO2 Plus Postage. Educational Assessment; Educational Change; Elementary Education; Elementary School Teachers; Knowledge Level; Mathematics Curriculum; *Mathematics Instruction; Mathematics Tests; *Portfolios (Background Materials); *Problem Solving; State Programs; *Student Evaluation; *Teacher Attitudes; Teaching Methods; Test Construction; Testing Programs; 'Word Problems (Mathematics); Writing Evaluation Performance Based Evaluation; *Vermont For the past five years, Vermont has been… 
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References

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How "Messing About" with Performance Assessment in Mathematics Affects What Happens in Classrooms.
This paper reviews a year's work with third-grade teachers who Introduced performance assessments in the hope of improving both instruction and assessment in mathematics. The 14 participating
Portfolio Assessment in Vermont, 1992-93: The Teachers' Perspective on Implementation and Impact.
TLDR
The implementation and impact of the second year of the assessment in 1992-93 is described, which included time spent on mathematics portfolios and best pieces, inservice uraining and support, changes in curriculum and instruction, portfolio preparation and scoring practices, teacher and student attitudes toward the portfolios and student performance.
Policy and Practice: An Overview
Policymakers in the U. S. have been trying to change schools and school practices for years. Though studies of such policies raise doubts about their effects, the last decade has seen an
Those Who Understand: Knowledge Growth in Teaching
I don't know in what fit of pique George Bernard Shaw wrote that infamous aphorism, words that have plagued members of the teaching profession for nearly a century. They are found in "Maxims for
The Merits of Measurement-Driven Instruction.