Mathematical Tests:— Their Relation to the Mathematics Teacher

1919 ◽  
Vol 11 (4) ◽  
pp. 199-205
Author(s):  
J. H. Minnick
Keyword(s):  
Standardized Tests ◽  
Mathematics Teacher ◽  
School Systems ◽  
Class Room ◽  
School Surveys

To-day we are hearing a great deal about standardized tests and scales. School surveys make extensive use of them in determining the efficiency of school systems, and bureaus of educational measurements are being established throughout the country for the purpose of applying them systematically to our schools. Such a movement can not fail to make its influence felt in the class room. The purpose of this paper is to discuss mathematical tests in their relation to the class-room teacher. The development of tests and their use for administrative and experimental purposes concern us only in so far as they affect the teacher of mathematics.

Scales for the Study of Children’s Characteristics

1919 ◽  
Vol 12 (1) ◽  
pp. 10-16
Author(s):  
Eugene Randolph Smith
Keyword(s):  
Standardized Tests ◽  
Mathematics Teacher ◽  
Teaching Of Mathematics

Recent issues of The Mathematics Teacher have given considerable attention to standardized tests and their influence on the teaching of mathematics. The authors, Dr. Minnick and Dr. Rogers, while they are convinced of the value of such tests, recognize their limitations, up to this time, in that they test the more routine kinds of work. They, with other investigators, have been trying to develop tests that will gage the fundamental qualities that underlie successful accomplishment in the subjects in question.

A critical assessment of published tests for elementary school mathematics

1974 ◽  
Vol 21 (1) ◽  
pp. 14-18
Author(s):  
L. Ray Carry
Keyword(s):  
Student Achievement ◽  
Elementary School ◽  
Standardized Tests ◽  
Mathematics Teacher ◽  
Critical Assessment ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Instructional Objectives ◽  
Average Student ◽  
Criterion Referenced

This paper is intended as an aid to the elementary school mathematics teacher who uses published tests for evaluating student achievement in e lementary school mathematics. (“Published tests” jn this paper refers to standardized tests and to published criterion-referenced tests.) Often teachers must administer to their students tests that do not directly assess the teacher's objectives. The almost certain outcome of such a procedure is that average student achievement is revealed to be unexpectedly low. Such an outcome may result in pressure to modify the instructional objectives so that instruction becomes consistent with the behaviors assessed by the achievement tests. Over a period of years this process could lead to a situation where mathematics course objectives are in effect determined by test content. Stated tritely perhaps, but accurately, we could end up “with the cart before the horse.”

Minicalculators and Repeating Decimals

1978 ◽  
Vol 25 (7) ◽  
pp. 18-20
Author(s):  
Billy F. Hobbs ◽  
Charles H. Burris
Keyword(s):  
Mathematics Teacher ◽  
Mathematical Ideas ◽  
Paper And Pencil ◽  
Class Room ◽  
Student Inquiry

The minicalculator can be used effectively in the class room to encourage student inquiry and creativity through experimentation with mathematical ideas. The benefit of the calculator is multiplied when the experimentation requires computations that are too difficult or time-consuming to be done by paper-and-pencil algorithms. (See “Minicalculators in Schools,” Mathematics Teacher or Arithmetic Teacher January 1976.)

scholarly journals Educational Assessment Reassessed

1995 ◽  
Vol 3 ◽  
pp. 6 ◽  
Author(s):  
William L. Sanders ◽  
Sandra P. Horn
Keyword(s):  
Student Learning ◽  
Standardized Tests ◽  
General Public ◽  
Alternative Assessment ◽  
Educational Assessment ◽  
Alternative Methods ◽  
School Systems ◽  
Educational Community ◽  
Complete Elimination ◽  
Multiple Indicators

For decades, the assessment of educational entities--school systems, individual schools, and teachers--has evoked strong and sometimes violent emotions from the educational community, the general public, and their legislative representatives. In spite of attempts to codify standards for the evaluation of these entities, assessment experts remain denominationalized--often religiously so. Methods of assessment based on the use of standardized tests have come under intense fire in recent years with some critics going so far as to call for their complete elimination. Those who advocate alternative methods of assessment have become increasingly outspoken in establishing exclusive rights to the legitimate assessment paradigm. However, some of the most respected advocates of alternative assessment have taken a more moderate view, warning against an "either-or" mentality (Brandt, 1992, p. 35). Reflecting this more moderate perspective, this paper strongly advocates the use of multiple indicators of student learning, including those provided by standardized tests.

High School Mathematics Clubs

1925 ◽  
Vol 18 (6) ◽  
pp. 341-363
Author(s):  
Zulu Reed
Keyword(s):  
High School ◽  
High Schools ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
High School Mathematics ◽  
Minimum Requirement ◽  
Class Room ◽  
Necessary Evil

In most of our high schools our courses of study are too crowded with formal work to permit our following, in the class room, interesting by-ways which touch our paths. Such is the case in mathematics. It is largely because of the failure of teachers to provide opportunity for exploring these mysterious by-ways that many high school pupils regard mathematics as a necessary evil, as something almost entirely apart from every day life, as an affliction to be escaped as soon as the minimum requirement has been met. But work that has been considered drudgery may become a pleasurable pastime with the proper incentive. Some one has fittingly said that the greatest problem to be solved by the mathematics teacher today is the problem of making mathematics interesting to the pupil. The mathematics club offers a means of helping to solve this problem.

Test-Item Tendencies: Curiosity and Caution

1977 ◽  
Vol 25 (3) ◽  
pp. 10-13
Author(s):  
Leroy G. Callahan
Keyword(s):  
Standardized Tests ◽  
Test Performance ◽  
School System ◽  
Test Item ◽  
Standardized Test ◽  
Achievement Tests ◽  
School Systems ◽  
Governmental Agencies ◽  
Standardized Achievement Tests ◽  
Standardized Test Performance

Standardized achievement tests have attracted the favor, or flak, of citizens in our society for many years. Educators have used information from them for both summative and formative eva luation purposes. Summatively, standardizedtest results may be used to judge the degree to which a student, class, or school system has achieved desired learnings in a particular area of study. The objectivity of standardized tests fu rther allows com pari ons with other students, classes, or school systems. Today, millions of dollars are dispensed annually by governmental agencies based on standardized-test performance of students. Formatively. these test res ults may be used by teachers or cu rriculum workers in determining program directions and emphases. Whether for formative or summative purposes. caut ion has always been urged in interpreting standardized-test perform ance of students. These urgings are not always heeded.

Analyzing the Potential Benefit of Microcomputer Use for Teaching Figurative Language

1992 ◽  
Vol 1 (2) ◽  
pp. 36-43 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Ilsa E. Schwarz ◽  
Molly Lewis
Keyword(s):  
Language Learning ◽  
Children And Adolescents ◽  
Standardized Tests ◽  
Figurative Language ◽  
Language Intervention ◽  
School Age Children ◽  
Educational Materials ◽  
Language Learning Disabilities ◽  
Promising Application ◽  
Experience Difficulty

Microcomputers offer the potential for increasing the effectiveness of language intervention for school-age children and adolescents who have language-learning disabilities. One promising application is in the treatment of students who experience difficulty comprehending figurative expressions, an aspect of language that occurs frequently in both spoken and written contexts. Although software is available to teach figurative language to children and adolescents, it is our feeling that improvements are needed in the existing programs. Software should be reviewed carefully before it is used with students, just as standardized tests and other clinical and educational materials are routinely scrutinized before use. In this article, four microcomputer programs are described and evaluated. Suggestions are then offered for the development of new types of software to teach figurative language.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

Dynamic Assessment With Bilinguals: A Focus on Increasing Clinicians' Confidence

2015 ◽  
Vol 22 (3) ◽  
pp. 112-121 ◽  
Author(s):  
Brenda K. Gorman
Keyword(s):  
Standardized Tests ◽  
Dynamic Assessment ◽  
English Speakers ◽  
Bilingual Children ◽  
Assessment Practices ◽  
Speech Language Pathologists ◽  
Idea 2004 ◽  
Disabilities Education Act ◽  
Effective Dynamic ◽  
Education Act

Speech-language pathologists (SLPs) are obligated to judiciously select and administer appropriate assessments without inherent cultural or linguistic bias (Individuals with Disabilities Education Act [IDEA], 2004). Nevertheless, clinicians continue to struggle with appropriate assessment practices for bilingual children, and diagnostic decisions are too often based on standardized tests that were normed predominately on monolingual English speakers (Caesar & Kohler, 2007). Dynamic assessment is intended to be a valid and unbiased approach for ascertaining what a child knows and can do, yet many speech-language pathologists (SLPs) struggle in knowing what and how to assess within this paradigm. Therefore, the aim of this paper is to present a clinical scenario and summarize extant research on effective dynamic language assessment practices, with a focus on specific language tasks and procedures, in order to foster SLPs' confidence in their use of dynamic assessment with bilingual children.

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