This article is based on the author's experiences as a second-year teacher at a small private school teaching all sections of Geometry and Algebra 2. Working with the same students in both courses, the author was aware of each one's levels of retention and execution of Algebra 1 concepts before the beginning of the year. The author often noticed…

Discusses new techniques and new approaches to gathering information about student learning. Describes a project entitled "Enhancing the Teacher's Role in Assessment" in which 36 teachers from 11 school districts learned about traditional and alternative assessment. (ASK)

Discusses the need for well-developed rubrics in mathematics education. Compares rubrics with partial credit, and describes different types of rubrics. Provides an example of a general rubric used for holistic scoring, and issues that arise when applying the rubric to student responses. Contains 16 references. (ASK)

Several packages designed by Elizabeth Marquez for mathematics teachers of grades 6-12, officially entitled the Teacher Assistance Package in Support of Better Algebra Assessment, is a series of resources developed to accompany ET's End-of-Course Algebra Assessment. It is designed to enhance teachers classroom assessment by providing examples of…

Discusses the need for reform in teacher evaluation, current practice, implementing the Professional Teaching Standards of the National Council of Teachers of Mathematics, and the relationship between teacher evaluation and constructivist views of learning. (MKR)

Shares a grading system based on a percentage of the total number of points attainable. The system requires students to maintain a personal notebook of their work and informs students of how their grades will be calculated. (MDH)

Discusses more effective uses of assessment techniques in mathematics classrooms. Presents some examples of powerful assessment techniques. (ASK)

Examines the consequences of assigning student grades using test-score averaging on course materials, tests, and learning. Proposes an alternative method of grading based on progressive improvement by the student that emphasizes the learning of concepts. (MDH)

Discusses the teachers' roles and responsibilities in classroom mathematics assessment in the context of the "Standards for Teacher Competence in Educational Assessment of Students." Considers the issues of choosing and developing appropriate assessment methods, obtaining and using assessment results, and communicating assessment…

Describes one teacher's implementation of subjective grading to assess student's achievement on mathematics tests. Reports student and parent reactions to the method. Shares five practices that developed with the experiences, and provides an example of the grading policy utilized. (MDH)

Presents a technique used during the first five minutes of class that elicits from students written responses to questions of their understanding of mathematical content or their attitudes toward their mathematics class specifically, or mathematics in general. Provides sample questions from algebra, geometry, and general mathematics. (MDH)

Two methods to facilitate classroom management and initiate student responsibilities are presented. The first describes student responsibilities for making up missed tests or assignments. The second describes a student scorecard to help students keep track of their grades and act as a motivational technique. (MDH)

Presents two ideas to help beginning mathematics teachers. The first presents a way to record and grade homework. The second suggests a manipulative to help students understand the trigonometric concept of reference angle. (MDH)

Proposes offering college students an optional performance contract that requires full class participation and resubmission of incorrect test items to alleviate mathematics anxiety. A comparison of students opting or not opting for the contract indicated that contracted students outperformed their counterparts in the latter stages of the course.…

Describes alternative form of evaluation that enables the teacher to assign a grade to students problem-solving skills as they participate in a discussion to solve a problem. Discusses room arrangement, the role of the audience, grading, and secondary benefits of the method. (MDH)