Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences

Abstract

Abstract Authentic assessment techniques in mathematics raise issues that merit the attention of practitioners, educators, and researchers. Teacher training in assessment, the reliability and validity of authentic assessment, the variety of methods employed in such assessment, and the ways assessment is employed are all concerns that emerge as new assessment techniques other than the expected paper‐and‐pencil tests are implemented. At the secondary school level, new assessment techniques are emerging in mathematics classrooms and little is known about these experiences. This article specifically addresses the issues associated with authentic assessment by describing and exploring mathematics teachers’ experiences as they implement these assessment techniques in their secondary school mathematics program. It summarizes the findings of a qualitative study of five secondary school mathematics teachers in Ontario, Canada, and offers suggestions as to how to support teachers through such a change project. How ...