Negotiating Tensions and Dilemmas in Classroom Assessment: Case Studies of Two Secondary School Mathematics Teachers

Abstract

This qualitative study describes tensions and dilemmas that two secondary mathematics teachers experience in their classroom assessment and how they negotiate these tensions and dilemmas in their practice as they try to implement current reforms. The focus on tensions and dilemmas gives particular insight into the complexities of "doing" classroom assessment in a manner that is aligned with the current reforms and is helpful for identifying areas that need further work in both the research and teaching communities in order for these reforms to be more widely implemented. The tensions and dilemmas that the two participants described included issues in grading and reporting, colleagues resisting current reforms in classroom assessment, difficulties interpreting and implementing policies from different levels, students' poor work habits and study skills and issues in the design and use of performance tasks. These issues were negotiated through discussions and collaboration with other colleagues that support assessment reforms, a general feeling that assessment reforms support and are important to improving students' learning, and a great deal of personal reflection and constant development of assessment practice.