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

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