Marking SystemsThe Marking System of the College Entrance Examination Board.

The “Report of the Commission on Examinations in Mathematics” to the College Entrance Examination Board appearing on pages 154–166 of this issue of The Mathematics Teacher will be of particular interest to all teachers of secondary school mathematics.

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Editorials

Mathematics Teacher ◽

10.5951/mt.30.1.0031 ◽

1937 ◽

Vol 30 (1) ◽

pp. 31

Keyword(s):

New York ◽

General Education ◽

New York State ◽

Entrance Examination ◽

National Council ◽

College Entrance Examination ◽

College Entrance ◽

The Social ◽

The Masses ◽

Examination Board

Inasmuch as we are all interested in the general problem of what should constitute general education for the masses and in the particular problem of what part mathematics should play in that education, it is of great importance that the National Council of Teachers of Mathematics take a prominent interest in the deliberations and reports of various groups throughout the country who have been studying such problems. The social studies commission, for example, has spent an enormous amount of time and money in getting out a large number of reports. The College Entrance Examination Board has been reorganizing its requirements. A new study is just being inaugurated in connection with education in New York State under the Regents’ system. We have our own Joint Commission of the Mathematics Association of America and the National Council of Teachers of Mathematics on “The Place of Mathematics in Secondary Education.” This Commission will have to study the above problems, but their report will be more complete and helpful if they have had the support and advice of an alert membership of the two large groups which they represent. It is to be hoped, therefore, that all teachers of mathematics will follow the work of this Commission.

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Testing Time: College board examinations and curriculum change

Mathematics Teacher ◽

10.5951/mt.50.4.0305 ◽

1957 ◽

Vol 50 (4) ◽

pp. 305-308

Author(s):

Edwin C. Douglas

Keyword(s):

Mathematics Achievement ◽

Curriculum Change ◽

Achievement Tests ◽

Entrance Examination ◽

Testing Time ◽

College Entrance Examination ◽

College Entrance ◽

College Board ◽

Examination Board

The mathematics achievement tests of the College Entrance Examination Board are thoroughly discussed in two pamphlets available to all teachers.1 It would be presumptuous for the author to suppose he could add anything to the information in these excellent documents. However, it is quite possible that many readers of this column have not had the opportunity to become fully acquainted with College Board tests.

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Pretesting for the College Boards

Mathematics Teacher ◽

10.5951/mt.62.7.0537 ◽

1969 ◽

Vol 62 (7) ◽

pp. 537-541

Author(s):

Donald W. Stover

Keyword(s):

Entrance Examination ◽

College Level ◽

College Entrance Examination ◽

College Entrance ◽

College Board ◽

Level Ii ◽

Before And After ◽

Level I ◽

Educational Testing Service ◽

Examination Board

Before a newly written question can appear on the Level I or Level II Mathematics Achievement Tests administered by the College Entrance Examination Board, it must be pretested with a sample group of several hundred students. Such groups are carefully selected for their similarity to the populations taking the Level I or Level II examinations in previous years, in order to provide reliable indicators of the way the question will “behave” if used at a later date in College Board Examinations. Both before and after pretesting, the questions are scrutinized by the staff of the Mathematics Department at Educational Testing Service and by a Committee of Examiners consisting of seven teachers of mathematics at the secondary and college level.

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