The Article
Sandra Wilcox and Perry Lanier, faculty members in the Department of Teacher Education, collaborated with middle school math teachers to learn more about student assessment and how it shapes instruction. From this collaboration, Wilcox and Lanier developed what they refer to as "cases," actual classroom events recorded for further analysis in professional-learning settings and teacher education courses.

Discussion
The article focuses on a graduate course titled "Alternate Assessment in Mathematics: The Link Between Curriculum, Teaching and Learning" and two case studies that moved beyond standardized tests and grading. Besides a written examination, students were recorded on video and audio tape as they worked in groups. The first case involved sixth grade students who were asked to label the fractions of a segmented square. The second case targeted third and fourth grade students who had to describe patterns using algebraic sentences. Rather than focus on what students were doing wrong, course participants were encouraged to consider what students did understand and what evidence they could cite to support their claims. Through this process, participants in the case study course began to question the tradition test-taking assessments. "Why have I been giving a test and checking answers and not paying any attention to students' thought processes? I need to look at the kinds of tasks I give kids, revise some and discard others," expressed one teacher enrolled in the course. This shift in thinking was represented in most other course participants, all of whom were math teachers with 5 to twenty years of experience. They developed the second case study by focusing more on the reasoning and strategies students used, rather than the answers alone. "Just because they got the answer right, does it mean they know?" asked another participant. "This is precisely what case analysis and development reveal to me -- that assessment based on one or limited sources is not sufficient." For the researchers, the cases served as examples of the many ways students can be assessed. The cases allow professionals to discuss and analyze the scope and methods of assessment, as well as develop decision-making skills as they plan further lessons based on assessment results.

What It Means To You
Most assessment is controlled by the teacher, who decides which problems to pose, which questions to ask, and what kinds of responses to accept. If the method of assessment is limited, then teachers are limited in their understanding of how students come to their answers. Taking a look at the variety and methods of assessment at your district may help you to better gauge what your students truly understand or don't understand about subject matter.

For More Information
Wilcox, S., & Lanier, P. ( 1999). Using cases to integrate assessment and instruction. Mathematics Teaching in the Middle School, 4 (4), 232-233.

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