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dc.contributor.author McFeetors, P. Janelle
dc.contributor.author Marynowski, Richelle
dc.contributor.author Candler, Alexandra
dc.date.accessioned 2021-07-29T21:14:14Z
dc.date.available 2021-07-29T21:14:14Z
dc.date.issued 2021
dc.identifier.citation McFeetors, P. J., Marynowski, R., & Candler, A. (2021). Generative Unit Assessment: Authenticity in mathematics classroom assessment practices. Education Sciences, 11(7), Article 336. https://doi.org/10.3390/educsci11070366 en_US
dc.identifier.uri https://hdl.handle.net/10133/5977
dc.description Open access article. Creative Commons Attribution 4.0 International License (CC BY 4.0) applies en_US
dc.description.abstract In our pursuit to broaden and deepen understandings of what it means to engage in an assessment activity, we explored the designing and implementing of a geometry performance task as an instantiation of authentic assessment to assess elementary school students’ mathematics learning. Using participatory action research, we incorporated a performance task as an end-of-unit assessment with grade 4/5 students. We found that the authenticity within what we are calling a generative unit assessment, is understood as a process that is dynamic in contrast to conventional unit tests. We established an innovative assessment practice that emerged from the student and teacher data and is illustrated through four features applicable to any content area. Through collaborative discussions and the ensuing creation of a generative unit assessment, we found spaces to authentically understand ontological growth and continual learning through assessment. en_US
dc.language.iso en_US en_US
dc.publisher MDPI en_US
dc.subject Mathematics education en_US
dc.subject Elementary school en_US
dc.subject Performance assessment en_US
dc.subject Summative assessment en_US
dc.subject Authenticity en_US
dc.subject Ontological growth en_US
dc.subject.lcsh Geometry--Study and teaching (Elementary)
dc.subject.lcsh Mathematics--Study and teaching (Elementary)
dc.subject.lcsh Education, Elementary
dc.title Generative Unit Assessment: authenticity in mathematics classroom assessment practices en_US
dc.type Article en_US
dc.publisher.faculty Education en_US
dc.description.peer-review Yes en_US
dc.publisher.institution University of Alberta en_US
dc.publisher.institution University of Lethbridge en_US
dc.publisher.institution Elk Island Public Schools en_US
dc.publisher.url https://doi.org/10.3390/educsci11070366 en_US


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