According to reform documents, results from performance assessment tasks give teachers immediate feedback about students' mathematical strengths and weaknesses (NCTM 1995). However, little research has been done to demonstrate just how teachers take advantage of this feedback. Furthermore, less is known about how teachers benefit from collaboratively writing, revising, implementing, and scoring performance tasks.
RICHARD KITCHEN interested in assessment and mathematical problem solving.
APRIL CHERRINGTON, JOANNE GATES, JUDITH HITCHINGS, MARIA MAJKA, MICHAEL MERK, and GEORGE TRUBOW They are committed to such collaborative efforts as team teaching the Math Renaissance curriculum and working to align the mathematics curriculum in the district with those of the high school and of other middle schools.