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  3. Assessing Mathematical Proficiency
  • Cited by 19
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    • Publisher:
      Cambridge University Press
      Publication date:
      July 2010
      May 2007
      ISBN:
      9780511755378
      9780521874922
      9780521697668
      DOI:
      https://doi.org/10.1017/CBO9780511755378
      Dimensions:
      (234 x 156 mm)
      Weight & Pages:
      0.7kg, 412 Pages
      Dimensions:
      (234 x 156 mm)
      Weight & Pages:
      0.574kg, 412 Pages
      • Subjects:
      Mathematics (general), Mathematics, Real and Complex Analysis, Psychology, Educational Psychology
      Series:
      Mathematical Sciences Research Institute Publications (53)
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    • Selected: Digital
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    Subjects:
    Mathematics (general), Mathematics, Real and Complex Analysis, Psychology, Educational Psychology
    Series:
    Mathematical Sciences Research Institute Publications (53)
    Information

    Book description

    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 knowledge of fractions and a demonstration of what interviews (versus standardized tests) can reveal.

    Reviews

    '… thought provoking. The authors succeed in showing the complexity of the problem of assessing mathematical proficiency and the difference, sometimes dramatic, in the perception of this issue by various stakeholders.'

    Source: American Journal of Psychology

    '… describes complexities of assessment when English is not a student's native language.'

    Source: EMS Newsletter

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