Implementing the Assessment Standards for School Mathematics Quality Mathematics: How Can We Tell?

1995 ◽  
Vol 88 (4) ◽  
pp. 326-328
Author(s):  
David Clarke ◽  
Linda Wilson
Keyword(s):  
School Mathematics ◽  
Assessment Standards

The motivation for this article comes from a conversation that occurred in my home recently.

Implementing the Assessment Standards for School Mathematics: Assessing Justification and Proof in Geometry Classes Taught Using Dynamic Software

1998 ◽  
Vol 91 (1) ◽  
pp. 76-82
Author(s):  
Enrique Galindo
Keyword(s):  
High School ◽  
High School Student ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
School Mathematics ◽  
Computer Mouse ◽  
Assessment Standards ◽  
Dynamic Software

Consider the midpoints of all the chords that can be drawn from a given point, say, A, on a circle (see fig. 1). Can anything special be found about these midpoints? Using dynamic geometry software, students can trace the locus of these midpoints by dragging the chord AB from point B. That is, they can use the computer mouse to select and hold point 8 as it is moved around the circle. The computer displays a dynamic chord with a fixed endpoint A and traces the path of the midpoints. The small blue dots shown in figure 2 represent the midpoints of the chords generated as point B is dragged around the circle. Figure 2 suggests that these midpoints lie on a circle. Is this observation true? How can we be sure? When presented with this task, a high school student answered, “It forms … it forms a circle! The midpoints … the midpoints when you move it around form a smaUer circle inside the big circle!” When the student was asked to justify his answer, he said, “I can see it before me, and it does form a circle. I have evidence for it.”

Implementing the Assessment Standards for School Mathematics: Communicating Performance Criteria to Students through Technology

1996 ◽  
Vol 89 (1) ◽  
pp. 66-69
Author(s):  
Nancy C. Lavigne ◽  
Susanne P. Lajoie
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Performance Criteria ◽  
Mathematical Concepts ◽  
Mathematics Classrooms ◽  
Implementing Change ◽  
Mathematics Problems ◽  
Realistic Mathematics ◽  
Assessment Standards ◽  
Teaching Learning

Mathematics education at all levels of schooling is currently undergoing change. Recommendations for improving the teaching, learning, and assessment of mathematics have been translated into standards that furnish guidelines for implementing change in mathematics classrooms (NCTM 1989, 1991, 1995). These standards emphasize the importance of engaging students in performance activities that require solving complex and realistic mathematics problems, reasoning about content and solutions, communicating understanding, and making connections among mathematical concepts.

Implementing the Assessment Standards for School Mathematics: Re: Alignment

1998 ◽  
Vol 91 (6) ◽  
pp. 504-508
Author(s):  
Vena M. Long ◽  
Christine Benson
Keyword(s):  
School Mathematics ◽  
Assessment Standards

The Assessment Standards for School Mathematics defines assessment as “the process of gathering evidence about a student's knowledge of, ability to use, and disposition toward mathematics and of making inferences from that evidence for a variety of purposes” (NCTM 1995, 3). Teachers’ responsibilities for assessment traditionally involved judging students’ performance throughout instruction and judging students’ knowledge and competence at crucial points during a term. Teachers gave tests and computed grades. These responsibilities have

Teaching Sensible Mathematics in Sense-Making Ways with the CPMP

1995 ◽  
Vol 88 (8) ◽  
pp. 694-700 ◽  
Author(s):  
Christian R. Hirsch ◽  
Arthur F. Coxford ◽  
James T. Fey ◽  
Harold L. Schoen
Keyword(s):  
School Districts ◽  
School Mathematics ◽  
Sense Making ◽  
Teaching Mathematics ◽  
Assessment Practices ◽  
Classroom Teachers ◽  
Current Policy ◽  
Evaluation Standards ◽  
American Schools ◽  
Assessment Standards

Current policy reports addressing mathematics education in American schools, such as Everybody Counts (NRC 1989), Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), Professional Standards for Teaching Mathematics (NCTM 1991), and Assessment Standards for School Mathematics (NCTM 1995), call for sweeping reform in curricular, instructional, and assessment practices. Implementing the proposed reforms poses new opportunities and challenges for school districts, mathematics departments, and classroom teachers.

Implementing the Assessment Standards: The Process of Assessment Applied to Tessellations

1998 ◽  
Vol 4 (5) ◽  
pp. 276-280
Author(s):  
Janet M. Sharp ◽  
Karen Bush Hoiberg
Keyword(s):  
Process Design ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Assessment Standards

A comprehensive process design, which facilitates the analysis of all events that have an impact on students’ mathematical experiences, is outlined in the Assessment Standards for School Mathematics (NCTM 1995). This process of assessment is held to six standards: Mathematics, Learning, Equity, Openness, Inference, and Coherence. These Standards represent those ideas that are valued and by which mathematical assessment should be judged.

Implementing the Assessment Standards for School Mathematics: Breathe O2 into Your Mathematics Program — Promote Openness and Ownership

1997 ◽  
Vol 3 (9) ◽  
pp. 496-498
Author(s):  
Gay S. Pitts
Keyword(s):  
School Mathematics ◽  
Mathematics Program ◽  
Assessment Standards ◽  
Exit Ramp

The following is a set of directions that you must follow to arrive at your destination: Go three miles east on 1-40 until you come to Exit 103. Turn left at the end of the exit ramp and proceed…. You will be given all the information needed to arrive at the correct destination. However, only the person who is assessing your performance will know the destination and the reason you need to arrive there.

Implementing the “Assessment Standards for School Mathematics”: Valuing What We See

1994 ◽  
Vol 87 (7) ◽  
pp. 542-545
Author(s):  
Doug Clarke ◽  
Linda Wilson
Keyword(s):  
School Mathematics ◽  
Observational Assessment ◽  
Assessment Standards

As teachers explore alternative forms of assessment for the classroom, interest increases in all aspects of observational assessment-what to look for, how to look for it, how to document it, and how to use it. This article offers some guidance in each of these areas and some hints from the experiences of teachers who have experimented with observational assessment.

Division by a Fraction: Assessing Understanding through Problem Writing

2008 ◽  
Vol 13 (6) ◽  
pp. 326-332
Author(s):  
Angela T. Barlow ◽  
Jill Mizzell Drake
Keyword(s):  
Mathematical Understanding ◽  
School Mathematics ◽  
Assessment Practices ◽  
Teacher Accountability ◽  
Classroom Assessments ◽  
Assessment Standards ◽  
Principles And Standards

As performance-based curricula and teacher accountability gain greater emphasis, teachers need avenues to ensure that their students are learning the mathematics content being delivered. According to the NCTM's Assessment Standards for School Mathematics (1995), assessment practices should enable teachers to assess students' performance in a manner that reflects what students know and can do. Unfortunately, the typical classroom assessments, such as chapter tests, homework assignments, and the like, rarely accurately reflect the depth of mathematical understanding expected to meet performancebased standards like those found in NCTM's Principles and Standards for School Mathematics (2000).

Implementing the Assessment Standards for School Mathematics: Informal Assessment: A Story from the Classroom

1996 ◽  
Vol 89 (3) ◽  
pp. 248-250
Author(s):  
Mary Lynn Vincent
Keyword(s):  
School Mathematics ◽  
University Of Delaware ◽  
Informal Assessment ◽  
Assessment Standards ◽  
The University

In fall 1994, I agreed to collaborate with Linda Wilson of the University of Delaware in a study of assessment in an algebra classroom. We were particularly interested in the types of strategies a teacher could use to document observations of students' work.

A Call for Cases about Mathematics Assessment

1996 ◽  
Vol 89 (6) ◽  
pp. 522
Keyword(s):  
Task Force ◽  
Mathematics Assessment ◽  
School Mathematics ◽  
Assessment Standards

The NCTM's Assessment Addenda Task Force is seeking interesting cases, or stories, about mathematics assessment to be included in an Assessment Addenda series currently in development. The written cases should focus on issues related to implementing the vision of the NCTM's Assessment Standards for School Mathematics (1995).

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