’s learning accrued in the scholarly community, supporting the use of effective curricular and instructional practices informed by this knowledge has been a persistent challenge. Ongoing formative assessment offers a promising approach to using research
Jonathan A. Supovitz, Caroline B. Ebby, Janine T. Remillard, and Robert Nathenson
Jill A. Newton and Sarah E. Kasten
The release of the Common Core State Standards for Mathematics and their adoption across the United States calls for careful attention to the alignment between mathematics standards and assessments. This study investigates 2 models that measure alignment between standards and assessments, the Surveys of Enacted Curriculum (SEC) and the Webb Alignment Tool (WAT), by examining the use of these models in 3 grade levels in 3 states. Findings indicate affordances and limitations of both models and suggest that, when taken together, the criteria of the WAT coupled with the alignment index and tile charts of the SEC provide a variety of perspectives on the alignment between standards and assessments.
Candia Morgan and Anne Watson
This paper discusses fairness and equity in assessment of mathematics. The increased importance of teachers' interpretative judgments of students' performance in highstakes assessments and in the classroom has prompted this exploration. Following a substantial theoretical overview of the field, the issues are illustrated by two studies that took place in the context of a reformed mathematics curriculum in England.
Tiara Hicks and Jonathan D. Bostic
working? Fig. 1 These two students were doing problem solving during a whole-class think aloud (WCTA). High-quality formative assessments are necessary to monitor students’ progress toward learning targets and foster deep mathematics
Estrella Johnson, Christine Andrews-Larson, Karen Keene, Kathleen Melhuish, Rachel Keller, and Nicholas Fortune
Assessments (Melhuish, 2015) to investigate performance differences between students whose instructors implemented the IOAA curriculum (with support from the TIMES project) and those whose instructors did not. Specifically, we address the following two
Francis (Skip) Fennell
assessment literacy was incomplete, essentially rendering many, if not most, beginning teachers unprepared for the actual use and interpretation of assessments. Why does assessment continue to be adrift from classroom teaching, and frankly, so mysterious
Teruni Lamberg, Linda Gillette-Koyen, and Diana Moss
Teaching that supports student learning requires using assessment to inform and adjust instruction as opposed to evaluating learning for grading ( Black & Wiliam, 1998 ; Christoforidou, Kyriakides, Antoniou, & Creemers, 2014 ; Panorkou & Kobrin
Ira S. Cohen and Joan V. Fowler
How would you like to hear such comments about your mathematics tests from students? In this article, ideas for an assessment system that reflects NCTM's Curriculum Standards (NCTM 1989) are presented. In this system, assessment tasks are created to support instruction that values a mastery of the “basics,” mental mathematics, mathematics vocabulaty, problem solving and writing in mathematics, calculator mathematics, and mathematics understanding. The motivation behind each task is the need to measure both a student's knowledge and his or her depth of understanding. In addition, as the students have said in their own words, these assessment are intended to be a learning experience. The assessment presented also adhere to the principle that “if it is important, assess it.”
Assessment is an integrated part of mathematics instruction that guides and enhances teaching and learning. A key aspect of instructional decision making is the alignment of standards, curriculum, instruction, and assessment. The MT Editorial Panel is interested in manuscripts that address one or more of the following themes related to assessment.
Assessment that is a continuous, integrated part of mathematics instruction will guide and enhance learning for all students. In addition to evaluating students' conceptual understanding and procedural fluency, assessment also informs instructional decisions. Assessment is a dynamic self–reflective process for both teachers and students that is at the core of significant mathematics content, teaching practices, and student learning. A key aspect of instructional decision making is the alignment of the curriculum and instruction with assessment. For example, assessment techniques may include open–ended questions, constructed-response tasks, selected–response items, performance tasks, observations, conversations, journals, and portfolios. In the spirit of NCTM's Assessment Principle and its focus on reasoning and sense making, the MT Editorial Panel seeks manuscripts that address but are not limited to the following topics: