Implementing the Assessment Standards for School Mathematics: Assessing Students' Thinking through Writing

1996 ◽  
Vol 89 (5) ◽  
pp. 428-432 ◽  
Author(s):  
Jennifer Mayer ◽  
Susan Hillman
Keyword(s):  
Writing Process ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Teachers And Students ◽  
Assessment Standards

Why do I ask my students to write? Why is writing important? What do teachers and students learn from the writing process? These questions cannot be ignored if the theme of communication in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the guidelines suggested in the Assessment Standards for School Mathematics (NCTM 1995) are to be seriously considered.

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.

One Point of View: The Dangers of Implementing the Standards; or, When Bad Things Happen to Good Ideas

1992 ◽  
Vol 40 (1) ◽  
pp. 8-9
Author(s):  
David J. Whitin
Keyword(s):  
Mathematics Education ◽  
Whole Language ◽  
Writing Process ◽  
Language Education ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The Way

A trhough I embrace the vision that the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) sets for us in the field of mathematics education, I am already worried about the way many people have begun to interpret it. My concerns echo those in the field of language education who fear the same fare for the writing process and whole language movement. Bad things can happen to good ideas, including the curriculum and evaluation standards, unless we are clear about what that document is and is not.

Implementing The Standards: Students' Microcomputer-Aided Exploration in Geometry

1990 ◽  
Vol 83 (8) ◽  
pp. 628-635
Author(s):  
Daniel Chazan
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematical Structure ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Mathematical Connections ◽  
Teachers And Students ◽  
K 12

Four important themes presented in the K–12 Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989) are mathematics as problem solving, mathematics as communication, mathematics as reasoning, and mathematical connections. The high school component also stresses mathematical structure. Furthermore, the Standards calls for new roles for teachers and students and suggests that microcomputer technology can help support teachers and students in taking on these new roles.

Implementing the Assessment Standards for School Mathematics: Student Portfolios in Mathematics

1998 ◽  
Vol 91 (4) ◽  
pp. 318-325
Author(s):  
Donita Robinson
Keyword(s):  
Mathematics Assessment ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Student Portfolios ◽  
Mathematics Student ◽  
Assessment Standards ◽  
Over Time ◽  
Assessment Activities

Several years ago I added portfolios to the group of assessment activities that I assign my students. Some of my early ideas came from Mathematics Assessment, an NCTM publication edited by Jean Kerr Stenmark (1991). In addition to giving ideas for assembling and grading portfolios, she reminds us that “one of the major goals in the Evaluation Standards is to help students value mathematics, a very hard goal to assess. With examples in portfolios collected over time and with documented reactions to assignments and problems, we can begin to see how close we are coming to this goal” (p. 36).

Implementing the Assessment Standards for School Mathematics

1998 ◽  
Vol 91 (9) ◽  
pp. 786-793
Author(s):  
Denisse R. Thompson ◽  
Sharon L. Senk
Keyword(s):  
School Mathematics ◽  
Assessment Practices ◽  
Specific Task ◽  
Evaluation Standards ◽  
Know How ◽  
Solution Strategies ◽  
Assessment Standards ◽  
Choice Tasks ◽  
Broad Outline ◽  
Insight Into

Recommendations in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and in the Assessment Standards for School Mathematics (NCTM 1995) encourage teachers to incorporate into their curriculum and assessment practices more tasks that require students to construct their own responses, as opposed to primarily using tasks for which a response is provided, such as true-orfalse or multiple-choice tasks. Constructed responses enable students to demonstrate their depth of understanding of mathematics and give teachers greater insight into their students' knowledge of concepts. But when students are required to write about mathematics or explain their solution strategies, teachers want to know how to score such responses. Teachers have therefore become more interested in issues related to rubrics. A rubric is a set of guidelines for evaluating students' responses to one or more tasks. A general rubric is a broad outline that indicates vatious levels of performance and the factors that teachers should consider when specifying performance levels; a task-specific rubric interprets the general rubric for a specific task and specifies the particular mathematical aspects of the task that determine each level of performance (NCTM 1995; California Mathematics Council 1993).

Implementing the “Assessment Standards for School Mathematics”: Using Students' Portfolios to Assess Mathematical Understanding

1994 ◽  
Vol 87 (9) ◽  
pp. 698-701
Author(s):  
Harold Asturias
Keyword(s):  
Mathematical Understanding ◽  
School Mathematics ◽  
Professional Standards ◽  
Assessment Tools ◽  
Teaching Mathematics ◽  
Pedagogical Issues ◽  
Evaluation Standards ◽  
Assessment Standards ◽  
Link Assessment

In 1989, NCTM published the Curriculum and Evaluation Standards for School Mathematics, which presented the mathematics profession with a broad view of the important mathematics that should be taught in schools. Two years later, the Professional Standards for Teaching Mathematics gave teachers the opportunity to address the pedagogical issues inherent in teaching a broad-based, thinking curriculum as described in the curriculum standards. The next link, assessment, though part of the first document, required specific attention. Assessment Standards for School Mathematics, currently in progress, will present the criteria for judging the appropriateness and quality of assessment tools and systems.

Implementing the Assessment Standards for School Mathematics: Teachers and Students Learning Together about Assessing Problem Solving

1997 ◽  
Vol 90 (6) ◽  
pp. 472-477
Author(s):  
Marge Petit ◽  
Judith S. Zawojewski
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Teaching Methods ◽  
School Mathematics ◽  
Written Responses ◽  
Teacher Understanding ◽  
Reasonable Solution ◽  
Teachers And Students ◽  
Curriculum Instruction ◽  
Assessment Standards

Enhancing problem-solving capabilities for all students is a goal that can be reached only when curriculum, instruction, and assessment are aligned toward the same goals, along with student and teacher understanding of the expectations associated with reaching these goals (NCTM 1995). The assessment of problem solving in particular is a difficult aspect, even when teachers have developed adequate resources and teaching methods to facilitate problem-solving activities. Pertinent questions regarding problem-solving assessment include the following: How can students' work be evaluated fairly when many reasonable solution paths exist? How can teachers assess students' responses to open-ended questions in a way that yields documentation useful for preparing progress reports? How can teachers help students understand what is expected in their written responses?

Using a Feedback Form to Communicate with Students

1996 ◽  
Vol 89 (3) ◽  
pp. 184-185
Author(s):  
Margaret A. Potter
Keyword(s):  
Student Teacher ◽  
Journal Writing ◽  
School Mathematics ◽  
Feedback Form ◽  
Evaluation Standards ◽  
Teacher Communication ◽  
Teacher Student ◽  
Great Insight ◽  
Teachers And Students ◽  
Insight Into

The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) has caused a stir of creativity, some of which has been used to devise ways to align instruction and teacher-student or student-teacher communication. One of the more visionary methods for assessment that teachers are currently using is journal writing. Journals can give both teachers and students great insight into a student's progress throughout a grading period.

One Point of View: Reclaiming School Mathematics

1990 ◽  
Vol 37 (8) ◽  
pp. 4-5
Author(s):  
Portia Elliott
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Design Change

The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).

Transition Boards: A Good Idea Made Better

1991 ◽  
Vol 38 (5) ◽  
pp. 4-8
Author(s):  
John T. Sutton ◽  
Tonya D. Urbatsch
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Addition And Subtraction ◽  
School Mathematics Curriculum

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) recognizes that addition and subtraction computations remain an important part of the school mathematics curriculum and recommends that the emphasis be shifted to the understanding of concepts. Transition boards are simple devices to aid students' conceptual understanding.

Sign in / Sign up

Export Citation Format

Share Document