Assessment practices: Empowering mathematics and science teachers in rural areas to improve student learning and curriculum implementation

这项研究背后的哲学是，评估需要提供信息和有用的教师和学习者。 为了让这一切发生，必须有一个？建设性调整？课程内容、教学法和评估。 本研究采用了以数学为基础的定性评估技术，补充传统的评估方法，作为教师在新南威尔士州农村学校的数学和科学综合的基础。 研究的意义在于它提供了教师如何通过更适当地满足学生的需求和更高的学习成果来改善学生的学习环境的见解。

The philosophy behind this research is that assessment needs to be informative and useful for both teacher and learner. For this to happen, there has to be a ?constructive alignment? of curriculum content, pedagogy, and assessment. This research employs empirically-based qualitative assessment techniques, which complement traditional assessment practices, as the foundation for teachers to make this synthesis in mathematics and science in rural schools in NSW. The significance of the research is in the insights it offers to how teachers can improve the learning environment for their students by addressing more appropriately student needs and higher learning outcomes.