Date of Award

1-20-1995

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Paul Englesberg

Abstract

THIS PAPER CONCERNS ITSELF WITH THE MODES OF TEACHER ASSESSMENT IN THE CLASSROOM OTHER THAN TRADITIONAL FORMAL TESTING TECHNIQUES. THE QUESTION POSED BEFORE OBSERVATIONS BEGAN WAS, "HOW DO TEACHERS CHECK FOR UNDERSTAND ING?" THROUGH THE OBSERVATION OF ONE TEACHER AND THREE STUDENTS, WITH DISSIMILAR ACHIEVEMENT ABILITIES, SUBTLE MODES AND PATTERNS BECAME OBVIOUS IN THIS TEACHER'S METHODS OF ASSESSMENT. DISCOVERED WAS THE NEED TO ASK MANY QUESTIONS OF THE STUDENTS BOTH IN GROUP AND INDIVIDUAL SETTINGS. PROBING AND PRODDING MORE EVALUATIVE RESPONSES FROM THE STUDENTS ALLOWED TH I S TEACHER TO GRASP I ND I V I DUAL UNDERSTANDINGS. LOOKING AT WORK COMPLETED FOR LINE AND CLARITY OF THOUGHT WAS ANOTHER TOOL USED FOR MONITORING UNDERSTANDING.

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