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ERIC Number: ED368781
Record Type: RIE
Publication Date: 1994-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Curriculum-Embedded Assessment in Mathematics.
Doig, Brian
The curriculum-embedded procedures used to construct, validate, and refine assessment tasks for mathematics are described and discussed. Curriculum-embedded assessment places assessment tasks in the day-to-day context of the classroom. The test of a curriculum-embedded task is whether it could be regarded as curriculum material per se. In Australia, as in other countries, national standards for student achievement have been constructed and published. Any set of assessment tasks linked firmly to these standards should provide standardized reporting. Standardization of curriculum-embedded alternative assessments is possible if attention is paid to problems of test administration and scoring during test development. A bank of teacher-selected and teacher-administered tasks standardized to enable system-wide reporting and scored on a partial credit basis would enable formative assessments to be made. To conform to the ground rules of curriculum embedded assessment the Developmental Assessment Resource for Teachers (DART) project of the Australian Council for Educational Research has developed activities for lower and upper grades. Calibration of these activities will be conducted with a national sample of Australian students. Eleven figures provide examples of the DART activities. (Contains 2 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Australia; Australian Council for Educational Research; Calibration; Curriculum Embedded Tests