Addressing Changing Assessment Agendas: Experiences of Secondary Mathematics Teachers in Rural NSW

Abstract

This paper describes the early experiences of secondary mathematics teachers in four rural schools in NSW as they began to explore the changing nature of assessment and the implications it has for their practice. Two important findings emerged from their involvement and experiences. First, teachers reported that using a theoretical framework to guide decisions acted as a catalyst to their rethinking of how and what to assess. Second, teachers used assessment information as a trigger for improving their teaching practices to enhance student learning.