Mathematics Assessment and Evaluation: Imperatives for Mathematics Educators

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Thomas A. Romberg
SUNY Press, 1992 - Education - 369 pages
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This books contains papers written on issues related to externally mandated mathematics tests and their influence on school mathematics. Chapter 1 presents an overview of the book, including brief abstracts of each chapter. Chapter 2 presents a summary of the overall problems associated with the need for valid information. Remaining chapters include: (3) Implications of the National Council of Teachers of Mathematics (NCTM) Standards for Mathematics Assessment (Norman Webb & Thomas A. Romberg); (4) Curriculum and Test Alignment (Thomas A. Romberg, and others); (5) State Assessment Test Development Procedures (James Braswell); (6) Test Development Profile of a State-Mandated Large-Scale Assessment Instrument in Mathematics (Tej Pandey); (7) Assessing Students' Learning in Courses Using Graphics Tools: A Preliminary Research Agenda (Sharon L. Senk); (8) Mathematics Testing with Calculators; Ransoming the Hostages (John G. Harvey); (9) Gender Differences in Test Taking: A Review (Margaret R. Meyer); (10) Communication and the Learning of Mathematics (David Clarke, and others); (11) Measuring Levels of Mathematical Understanding (Mark Wilson); (12) A Framework for the California Assessment Program to Report Students' Achievement in Mathematics (E. Anne Zarinnia & Thomas A. Romberg); (13) Evaluation--Some Other Perspectives (Phillip C. Clarkson). A reference list organized by chapter contains 300 citations. Appendices include the NCTM Evaluation Standards, a classification matrix, illustrative questions, history and rationale for student mathematics journals, SMP Project student log sample pages, and the report of Vermont's Mathematics Portfolio Assessment Program. (MKR)
 

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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
References
335
CONTRIBUTORS
356
AUTHOR INDEX
357

Gender Differences in Test Taking A Review
169

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About the author (1992)

Thomas A. Romberg is Sears Roebuck Foundation-Bascom Professor in Education at the National Center for Research in Mathematical Science Education at the University of Wisconsin-Madison.

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