Classroom-based Assessment Research Articles

Review of Classroom-Based Assessment: Evaluating Instructional Outcomes.

Review of Classroom-Based Assessment: Evaluating Instructional Outcomes.

Mathematics teaching: the state of the art, edited by Paul Ernest. Pp 279. £10·95. 1989. ISBN 1-85000-461-7 (Falmer Press)

Part 1 Innovations: the role of the microcomputer in primary mathematics, Paul Ernest using interactive video in secondary mathematics, Dudley Kennett what's the use of LOGO?, Paul Ernest classroom-based assessment, Susan Pirie developments in assessing mathematics, Paul Ernest investigations - where to now?, Stephen Lerman mathematics education for the twenty-first century - it's time for a revolution!, David Burghes the enterprizing mathematics project, David Hobbs. Part 2 New research perspectives: teaching and learning mathematics in the primary school, Neville Bennett learning and teaching ratio - a look at some current textbooks, Dietmar Kuchemann there is little connection, Kath Hart classroom processes and mathematical discussions - a cautionary note, Charles Desforges teaching (pupils to make sense) and assessing (the sense they make), John Mason mathematics teaching - belief and practice, Barbara Jaworski. Part 3 The social context: images of mathematics, Leone Burton of course you could be an engineer, dear, but wouldn't you rather be a nurse or teacher or secretary?, Zelda Isaacson social and political values, Paul Ernest the politics of numeracy, Jeff Evans mathephobia, Jenny Maxwell multicultural and anti-racist mathematics teaching, Derek Woodrow what is multicultural mathematics, Marilyn Nickson the use of the history of mathematics teaching, Derek Stander the impact of beliefs on the teaching of mathematics, Paul Ernest becoming a mathematics teacher - grounds for confidence?, John Hayter.

Classroom-based sensory assessment procedures for severely handicapped students: Case studies of a stimulus transfer paradigm

Abstract This paper discusses two instructional programs currently under development which extend the use of stimulus fading procedures to the area of sensory assessment with severely and profoundly handicapped students. The first program uses an intensity fade to establish cross-modal transfer of stimulus control from a visual to an auditory stimulus. The goal of the program is to establish a reliable operant response to an auditory cue so that previously untestable students can participate in formal audiological assessment. The second program uses a within-stimulus fading strategy to establish a discrimination between a leftward and downward pointing Snellen E. The size of the stimulus cards is then systematically reduced to obtain a far-point visual acuity measure. Initial classroom performance data from three severely handicapped deaf-blind students are presented. While further experimental validation of these procedures is required, the potential role of systematic, classroom based instructional procedures in accomplishing sensory assessment of previously “untestable” students appears promising.