Testing matters! It can determine kids' and schools' futures. In a conference at the Mathematical Sciences Research Institute, mathematicians, maths education researchers, teachers, test developers, and policymakers gathered to work through critical issues related to mathematics assessment. They examined: the challenges of assessing student learning in ways that support instructional improvement; ethical issues related to assessment, including the impact of testing on urban and high-poverty schools; the different (and sometimes conflicting) needs of the different groups; and different frameworks, tools, and methods for assessment, comparing the kinds of information they offer about students' mathematical proficiency. This volume presents the results of the discussions. It highlights the kinds of information that different assessments can offer, including many examples of some of the best mathematics assessments worldwide. A special feature is an interview with a student about his knowl
In the early 1980s there was virtually no serious communication among the various groups that contribute to mathematics education -- mathematicians, mathematics educators, classroom teachers, and cogn
Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? I
Testing matters! It can determine kids' and schools' futures. In a conference at the Mathematical Sciences Research Institute, mathematicians, maths education researchers, teachers, test developers, and policymakers gathered to work through critical issues related to mathematics assessment. They examined: the challenges of assessing student learning in ways that support instructional improvement; ethical issues related to assessment, including the impact of testing on urban and high-poverty schools; the different (and sometimes conflicting) needs of the different groups; and different frameworks, tools, and methods for assessment, comparing the kinds of information they offer about students' mathematical proficiency. This volume presents the results of the discussions. It highlights the kinds of information that different assessments can offer, including many examples of some of the best mathematics assessments worldwide. A special feature is an interview with a student about his knowl
This volume is a result of mathematicians, cognitive scientists, mathematics educators, and classroom teachers combining their efforts to help address issues of importance to classroom instruction in
Teachers try to help their students learn. But why do they make the particular teaching choices they do? What resources do they draw upon? What accounts for the success or failure of their efforts? In
