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

这项研究背后的理念是，评估需要对教师和学生都是有意义的和有用的。要做到这一点，就必须有一个建设性的联盟？课程内容、教学方法和评估。本研究采用基于经验的定性评价技术，补充传统的评价方法，作为教师在新南威尔士州农村学校进行数学和科学综合的基础。这项研究的意义在于它为教师如何通过更恰当地满足学生的需求和更高的学习结果来改善学生的学习环境提供了见解。

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.