Mathematics Assessment and Evaluation: Imperatives for Mathematics Educators

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Thomas A. Romberg
SUNY Press, Jul 1, 1992 - Mathematics - 369 pages
Are 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
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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