| The purpose of this study was to examine the relationship between the use of alternative approaches to performance assessment and student achievement in middle school mathematics. Qualitative research methodology was applied in this study. Nine middle school teachers and nine middle school students served as subjects. Through 18 individual standardized open-ended interviews, subjects revealed their experiences, opinions, values, behaviors, and knowledge regarding the impact of the use of alternative approaches to performance assessment on individual achievement in middle school mathematics. In addition, overt observations were conducted in a total of six mathematics classrooms of the three middle schools. These observations provided firsthand experience and enabled the researcher to be open, discovery oriented and inductive in approach.;Student achievement was measured qualitatively using four achievement indicators: student motivation (SM); student interest level (SIL); student confidence level (SCL); and content understanding (CU). Analysis and coding of the transcribed data gathered through the naturalistic fieldwork in this research identified the frequency of each of the four achievement indicators. The three qualitative instruments utilized in this study give reference to the four components on numerous occasions, therefore indicating that (a) there exists a positive relationship between the use of alternative methods of performance assessment and student achievement in middle school mathematics and (b) implementation of such assessment agents promotes higher levels of student motivation, student interest, and student confidence, therefore heightening content understanding.;The results of this research suggest that the integration of authentic assessment agents in middle school mathematics instruction provides opportunities for students to learn, understand, and apply mathematics. Mathematics instruction which implements authentic methods of performance assessment will increase levels of student motivation, student interest, and student confidence. The concluding data indicates that when levels of motivation, interest, and confidence are heightened, students learn more effectively and content understanding increases. Furthermore, these findings suggest that evaluative instruments, such as mathematics projects, portfolios, and other similar forms of assessment better describe an individual's understanding of mathematics and more accurately identify the student's true abilities. |
