Abstract
New visions for mathematics pedagogy and curricula have necessitated careful reconsideration of the ways in which teachers evaluate students progress and mathematical understanding. This article explores beginning teachers (N = 26) perspectives on mathematics assessment reform, their notions of “grading,” and their beliefs about objectivity in mathematics education. The article also describes steps taken to challenge their initial conceptions of evaluation and to help them strengthen perspectives about assessment practices that reflect present thinking among reformers in mathematics education.
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