Implementing multiple assessments in a grade 9 applied mathematics class: A case study of one teacher and his students

This thesis reports on a qualitative study that documents the researcher's attempt to implement multiple assessments in a grade 9 applied mathematics class. In particular, my beliefs and practices of the nature of mathematics, teaching, and learning were challenged before embarking on the study, to determine which factors facilitate and impede the implementation of journals, student portfolios, performance tasks, quizzes, tests, and a final examination. In addition, students' views of being assessed in non-traditional means were also documented.; The study was conducted during the second semester of the school year 2000/2001 using a variety of data-collection techniques: observations, fieldwork journal, questionnaires, and students' work samples. Through on-going analysis, the action research study revealed three factors that facilitate the implementation of multiple assessments (examining beliefs, resources, planning and organization), and five factors that impede implementation (time, collaboration, curriculum content, students' weak literacy and problem solving skills, reporting to parents). The study found that although students initially viewed the implementation of alternative assessments as extra work, they soon became receptive after being convinced that such assessments helped demonstrate their learning.; The implications of this study to mathematics teachers include the need to challenge their beliefs and practices and the need to professionally develop. There is a need for further action research studies to document what is happening in our classrooms as we continue to implement the new four-year mathematics curriculum to enhance student learning.