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Integrating Technology into Mathematics Teachers’ Design and Use of Authentic Assessments

This paper reports on the preliminary findings of an action research that aimed to&#160,build mathematics teachers&#8217, capacity in designing and using reliable and valid&#160,authentic assessments and assessment for learning that meaningfully incorporatethe use of technology to capture students&#8217, learning of mathematics and&#160,development of competencies such as critical thinking, complex problem solving,&#160,communication, and self-directed learning. Five teachers who taught Grade 6&#160,mathematics participated in a school-based professional learning community over&#160,a six-month period. They employed the criteria for authentic intellectual quality,&#160,the patchwork text assessment strategy, and the Structure of the Observed&#160,Learning Outcome taxonomy to design authentic assessment tasks. To further&#160,achieve the goals of enhancing student learning, the teachers have adopted the&#160,Substitution Augmentation Modification Redefinition (SAMR) Model to infuse&#160,digital learning into the authentic assessment tasks. The data sources included&#160,teacher focus group interviews, analyses of the mathematics authentic assessment&#160,tasks and students&#8217, work, and one-on-one interviews with the teachers and a&#160,selected sample of students.

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