Promoting the professional development of mathematics teachers through aligned assessment tasks

Year: 2001

Author: Stoker, John

Type of paper: Abstract refereed

The introduction of Curriculum 2005 marks a shift away from the present school curriculum in South Africa towards an Outcomes-Based Curriculum. This shift has implications for teacher education. As the facilitators of an intervention programme for teachers’ of primary school mathematics, we are concerned with the teachers understanding of mathematics concepts and how these concepts relate to classroom practice.

As more and more attention and funding is being directed towards the upgrading of teachers, so the alignment between course goals and teacher assessment becomes critical. The purpose of this paper is to describe our research on assessment tasks (we call them Insight Tasks), that have been developed to promote the professional growth of teachers and at the same time are aligned to the goals and principles advocated in the OBE curriculum.