Changing Mathematics Instruction and Assessment: Challenging Teachers' Conceptions

The current refonn in mathematics education calls for changes in classroom instructional practice and assessment. From a proliferation of exercises practicing basic skills in an isolated way, there is a shift toward using more open-ended, realworld problems for learning in context (NCTM, 1989). Changes for assessment include a decreased emphasis on 'counting correct answers on tests for the sole purpose of assigning grades' and increased emphasis on 'multiple assessment techniques, including written, oral, and demonstration fonnats' (NCTM, 1989, p. 191). Perfonnance assessment activities are one way to diversify assessment techniques while providing an opportunity to contextualize learning mathematics through the use of open-ended, real-world problems.