Description:
The National Research Council’s (2001) report, "Knowing what students know," called for assessments to be explicitly connected to models of student learning. Notably, this call is not just for large-scale assessments designed by psychometricians, but also for classroom assessments designed by teachers. This means that teachers’ conceptions of learning and assessment should be understood in relation to each other. However, while there has been considerable research into teachers’ conceptions of learning and assessment individually, there is no research that explores the connection between the two. In this presentation, we address this gap by exploring the question, “how do math teachers conceive of learning and assessment?” We present our results in the form of a unified framework of teachers' conceptions of learning and assessment.