ERIC Number: ED354245
Record Type: Non-Journal
Publication Date: 1990-Dec
Reference Count: N/A
Authentic Mathematics Assessment. ERIC/TM Digest.
This digest discusses how well authentic mathematics assessment tests can be expected to meet the needs of mathematics instruction that focuses on conceptual insights and analytical skills. In the new mathematics curriculum, situational lessons or real-life problems attempt to include dimensions of thinking and reasoning, individual or small-group settings, use of mathematical tools, and student attitudes and dispositions. New assessments require students to formulate problems, devise solutions, and interpret results. Several state assessment programs are engaged in developing new modes of assessment to reflect the emerging consensus on mathematics instruction. In California, for example, educators are developing the following types of assessment items: (1) open-ended questions; (2) short investigations (60- to 90-minute tasks); (3) multiple-choice questions emphasizing understanding of important mathematical ideas and generally involving integrating more than one mathematical concept; and (4) portfolios. The California Mathematics Program has been using open-ended questions for the last 3 years at the 12th-grade level. Currently, only a small sample of student responses are scored, but these exercises provide opportunities for districts to become involved in the state assessment, to administer the essays, and to train teachers to score them. (SLD)
Descriptors: Educational Assessment, Educational Change, Elementary Secondary Education, Grade 12, Mathematics Instruction, Mathematics Tests, Multiple Choice Tests, Performance Based Assessment, Portfolios (Background Materials), Problem Solving, State Programs, Test Construction, Test Items, Thinking Skills
ERIC Clearinghouse on Tests, Measurement, and Evaluation, American Institutes for Research, 3333 K Street, N.W., Suite 300, Washington, DC 20007 (free).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Tests, Measurement, and Evaluation, Washington, DC.