AN INVESTIGATION OF FACTORS INFLUENCING TEACHERS' SCORING STUDENT RESPONSES TO MATHEMATICS CONSTRUCTED-RESPONSE ASSESSMENT TASKS

This study identified some factors associated with teachers' knowledge and beliefs that have impacted scoring math constructed-response (CR) assessment tasks. Five groups of teachers who either had different teaching experiences or had different cultural beliefs about teaching and learning math were selected to score 28 students' responses to seven CR math tasks. Four factors were found to have significant impacts on the rating differences. They were teaching experience, experience with students at particular grade levels, the nature of students' responses, and beliefs in teaching and learning mathematics. The identification of the factors has implications both for promoting validity of test scores and for examining teachers' understanding of student learning targets.