Mathematics Education
Multi-Level Assessment for Enhancing Mathematical Discourse, Curriculum, and Achievement in Diverse Elementary School Classrooms
Open-ended mathematics assessment tasks will be augmented with formative feedback rubrics, which offer detailed, technically accurate explanations of the problems without directly stating the correct answer. Students and teachers will receive coaching on how to use these tasks and feedback rubrics to stimulate mathematical discussion. The research will investigate the ways in which these assessment tools enhance students’ learning and their performance on standardized assessments. This project is funded by the National Science Foundation for 2005-08. (Dan Hickey of Indiana University is the Principal Investigator).
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