## Mathematics Assessment and Evaluation: Imperatives for Mathematics EducatorsAre current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed? These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement. |

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### Contents

Overview of the Book | 1 |

Evaluation A Coat of Many Colors | 10 |

Implications of the NCTM Standards for Mathematics Assessment | 37 |

Curriculum and Test Alignment | 61 |

State Assessment Test Development Procedures | 75 |

Test Development Profile of a StateMandated LargeScale Assessment Instrument in Mathematics | 100 |

Assessing Students Learning in Courses Using Graphics Tools A Preliminary Research Agenda | 128 |

Mathematics Testing with Calculators Ransoming the Hostages | 139 |

Communication and the Learning of Mathematics | 184 |

Measuring Levels of Mathematical Understanding | 213 |

A Framework for the California Assessment Program to Report Students Achievement in Mathematics | 242 |

EvaluationSome Other Perspectives | 285 |

NCTM EVALUATION STANDARDS | 301 |

335 | |

CONTRIBUTORS | 356 |

357 | |

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