Aligning Mathematics Assessment Standards
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| Author | : Anne M. Collins |
| Publisher | : |
| Total Pages | : 138 |
| Release | : 2011 |
| Genre | : Educational tests and measurements |
| ISBN | : 9780873536608 |
Linking assessment to everday classroom instruction requires a shift in both thinking and practise. For many, the term assessment simply means grade. Using Classroom Assessment to Improve Student Learning shows how teachers can move away from using tests, letter or numerical grades or passing or failing as evidence of student learning to creating a rich classroom environment that is conducive to effective formative assessment.
| Author | : National Council of Teachers of Mathematics. Commission on Standards for School Mathematics |
| Publisher | : National Council of Teachers of Mathematics |
| Total Pages | : 278 |
| Release | : 1989 |
| Genre | : Mathematics |
| ISBN | : |
Curriculum standards for mathematics for grades K-4, 5-8, and 9-12 are presented which suggest areas of instructional emphasis for specific student outcomes. Also discusses evaluation standards for both the curriculum and student achievement. K-12.
| Author | : Kathy L. Shapley |
| Publisher | : |
| Total Pages | : 63 |
| Release | : 2008 |
| Genre | : |
| ISBN | : |
This technical brief examines the current alignment between Oklahoma Core Curriculum Tests (OCT) and the 2009 National Assessment of Educational Progress (NAPE) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAPE assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2001 in a similar study that examined the alignment of Oklahoma science assessment standards with the 2009 NAPE, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the OCT assessment standards go beyond the NAPE standards. The study finds that 85 percent of NAPE grade 4, 89 percent of NAPE grade 8, and 74 percent of NAPE grade 12 assessment standards are either fully or partially addressed by the OCT mathematics assessment standards. The study analyzes the alignment of the OCT and 2009 NAPE mathematics assessment standards. It does not analyze individual items or the alignment of state standards with the OCT assessment items. The study does not make specific recommendations about whether a state should close gaps in alignment to NAPE--a decision for state policymakers. Revising assessments requires substantial time and resources, so policymakers considering such revisions need to weigh the costs of such changes and the benefits they believe such changes will bring to students. (Contains 1 box, 7 tables, 3 figures, and 2 notes.) [This REL Technical Brief was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory Southwest administered by Edvance Research.].
| Author | : Kathy L. Shapley |
| Publisher | : |
| Total Pages | : 54 |
| Release | : 2008 |
| Genre | : |
| ISBN | : |
This Technical Brief examines the alignment between the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of TAKS science assessment standards with the 2009 NAEP (http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=76&productID=36), this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the TAKS assessment standards go beyond the NAEP standards. The study finds that 74 percent of the NAEP grade 4, 81 percent of the NAEP grade 8, and 71 percent of the NAEP grade 12 assessment standards are either fully or partially addressed by the TAKS assessment standards. The study analyzes the alignment of the TAKS and the 2009 NAEP mathematics assessment standards. It does not analyze individual items or the alignment of state standards with the TAKS assessment items. The study does not make specific recommendations about whether a state should close gaps in alignment to the NAEP--a decision for state policymakers. Revising assessments requires substantial time and resources, so policymakers considering such revisions need to weigh the costs of such changes and the benefits they believe such changes will bring to students. (Contains 1 box, 8 tables, 2 figures, and 2 notes.) [This REL Technical Brief was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory Southwest administered by Edvance Research.].
| Author | : Kathy L. Shapley |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2008 |
| Genre | : Educational evaluation |
| ISBN | : |
| Author | : Kathy L. Shapley |
| Publisher | : |
| Total Pages | : 102 |
| Release | : 2008 |
| Genre | : |
| ISBN | : |
This technical brief examines the current alignment between the New Mexico Standards Based Assessment (NMSBA) standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of New Mexico science standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the NMSBA assessment standards go beyond the NAEP standards. The study finds that 92 percent of NAEP grade 4, 94 percent of NAEP grade 8, and 80 percent of NAEP grade 12 assessment standards (aligned with current NMSBA assessment standards) and 77 percent of NAEP grade 12 assessment standards (aligned with proposed NMSBA assessment standards) are either fully or partially addressed by the NMSBA assessment standards. The study analyzes the alignment of the NMSBA and 2009 NAEP mathematics assessment standards. It does not analyze individual items or the alignment of state standards with the NMSBA assessment items. The study does not make specific recommendations about whether a state should close gaps in alignment to NAEP--a decision for state policymakers. Revising assessments requires substantial time and resources, so policymakers considering such revisions need to weigh the costs of such changes and the benefits they believe such changes will bring to students. (Contains 15 tables, 4 figures and 2 notes.).
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 120 |
| Release | : 1998-08-14 |
| Genre | : Education |
| ISBN | : 0309061334 |
The MSEB, with generous support and encouragement from the Carnegie Corporation of New York, seeks to bring discussion of assessment to school-and district-based practitioners through an initiative called Assessment in Practice (AIP). Originally conceived as a series of "next steps" to follow the publication of Measuring Up and For Good Measure, the project, with assistance from an advisory board, developed a publication agenda to provide support to teachers and others directly involved with the teaching and assessment of children in mathematics classrooms at the elementary, middle, and high school levels. In a series of three booklets, AIP presents an exploration of issues in assessment. The first booklet, Learning About Assessment, Learning Through Assessment discusses ways to assist teachers in learning about assessment and how student work can be a rich resource in professional development. The second, Assessment in Support of Instruction, makes a case for aligning assessments with state and district curriculum frameworks and examines ways in which states have shifted their curriculum frameworks and related state assessment programs to reflect the NCTM Standards and other perspectives. The third booklet, Keeping Score, discusses issues to be considered while developing high quality mathematics assessments. This series is specifically designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists.
| Author | : |
| Publisher | : |
| Total Pages | : 20 |
| Release | : 2000 |
| Genre | : Mathematics |
| ISBN | : 9780873534840 |
This easy-to-read summary is an excellent tool for introducing others to the messages contained in Principles and Standards.
| Author | : Betty Travis |
| Publisher | : National Council of Teachers of English |
| Total Pages | : 267 |
| Release | : 2005 |
| Genre | : Mathematical ability |
| ISBN | : 9780873535786 |
This volume is intended to supply teachers with sample assessment items that produce an accurate picture of their students’ thinking, to guide teachers’ instructional decisions and to serve as models for creating original assessment items. The items are selected or modified from state, national and international assessments; textbooks; private collections of mathematics educators and originally written problems. The types of items include multiple choice, short response and extended response. All items either require students to explain their answers or ask comparative questions among answer choices. Some items are scaffolded so that all students have access to them; only a few items require the use of a calculator. Selected samples of student work either exemplify a correct response or typify certain categories of student errors.
| Author | : Kathy L. Shapley |
| Publisher | : |
| Total Pages | : 60 |
| Release | : 2008 |
| Genre | : |
| ISBN | : |
This Technical Brief examines the current alignment between the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of ACTAAP science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the ACTAAP assessment standards go beyond the NAEP standards. The study finds that 78 percent of NAEP grade 4, 84 percent of NAEP grade 8, and 72 percent of NAEP grade 12 assessment standards are either fully or partially addressed by the ACTAAP assessment standards. The study analyzes the alignment of the ACTAAP and 2009 NAEP mathematics assessment standards. It does not analyze individual items or the alignment of state standards with the ACTAAP assessment items. The study does not make specific recommendations about whether a state should close gaps in alignment to NAEP--a decision for state policymakers. Revising assessments requires substantial time and resources, so policymakers considering such revisions need to weigh the costs of such changes and the benefits they believe such changes will bring to students. (Contains 1 box, 8 tables, 2 notes, and 2 figures.) [This REL Technical Brief was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by Regional Educational Laboratory Southwest administered by Edvance Research.].
