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Abstract
This paper describes how teachers in grades 3-8 analyzed their teaching by conducting action research in their mathematics classrooms. The research focused on implementing authentic assessment in which teachers followed a four-stage action research model. Teachers identified mathematics skills to assess, developed research questions, and selected assessment tasks along with a rubric. They also collected data from students' work, and reported their findings. Finally, they reflected on the value of their action research experiences in improving their teaching and student performance in problem solving.
Background
Two documents published ...