Assessment is a critical component of the teaching and learning cycle. Yet, research suggests that teachers have often had insufficient preparation relative to the development and use of assessment. In this article, we share experiences and assignments we use with both preservice and in-service teachers within undergraduate and graduate university courses to enhance their focus on mathematics assessment, particularly assessment of processes and practices in classroom tests. We also share the results of teachers' analyses of classroom tests, their reactions to their analysis, and their reflections on the potential impact of the experiences on their future practice.
* This manuscript was edited by Margaret Smith, editor of the MTE at the time the manuscript was initially submitted.
Patricia D. Hunsader, College of Education, University of South Florida Sarasota-Manatee, 8350 N. Tamiami Trail, Sarasota, FL 34243; email@example.com
Barbara Zorin, Department of Mathematics, 6650 5th Avenue N., St. Petersburg College, St. Petersburg, FL 33733; Drbzorin@gmail.com
Denisse R. Thompson, College of Education, University of South Florida, 4202 E. Fowler Ave., Tampa, FL 33620; firstname.lastname@example.org