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).

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.

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).

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).

A Call for Cases about Mathematics Assessment

1996 ◽  
Vol 89 (7) ◽  
pp. 614
Keyword(s):  
Task Force ◽  
Mathematics Assessment ◽  
School Mathematics ◽  
Assessment Standards

The NCTM's As essment 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).

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 Curriculum and Evaluation Standards: What Will Implementation Take?

1991 ◽  
Vol 84 (6) ◽  
pp. 442-478
Author(s):  
Ruth E. Parker
Keyword(s):  
Real World ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
The Real ◽  
Short Answer ◽  
Mathematics Educators ◽  
Mathematics Student ◽  
History Of ◽  
Culture Of School

A long history of traditions has grown up around what is meant by a good mathematics teacher and a good mathematics student. As many educators recognize, however, those traditions have little in common with mathematics in the world of the 1990s. Mathematics as it is used in the real world is not about the memorization of theorems or rote procedures for getting right answers. It is not about performing well on multiplechoice or short-answer tests under time constraints. “At the heart of mathematics is the search for sense and meaning, order and predictability. Mathematics is the study of patterns and relationships” (Richardson and Salkeld, in press). The challenge for mathematics educators is to align the culture of school mathematics with the culture of mathematics in the real world. With its publication of the Curriculum and Evaluation S tandards for School Mathematics (1989), the National Council of Teachers of Mathematics (NCTM) established the direction for such mathematics reform.

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.

A Call for Cases about Mathematics Assessment

1997 ◽  
Vol 3 (5) ◽  
pp. 260
Keyword(s):  
Task Force ◽  
Mathematics Assessment ◽  
School Mathematics ◽  
Assessment Standards

The NCTM's A sessment Addenda Task Force is seeking interesting cases, or stories, about mathematic a, ses mentto be included in an As essment Addenda series currently in development. TI1e written cases should focus on issues related to implementing the vision of the NCTM's Assessment Standards for School Mathematics (1995).

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.

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