ERIC Number: ED494280
Record Type: Non-Journal
Publication Date: 2006-Aug
The Power of Big Ideas in Mathematics Education: Development and Pilot Testing of POWERSOURCE Assessments. CSE Report 697
Niemi, David; Vallone, Julia; Vendlinski, Terry
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
The characteristics of expert knowledge--interconnectedness, understanding, and ability to transfer--are inextricably linked, a point that is critically important for educators and constitutes a major theme of this paper. This paper explores how an analysis of the architecture of expert knowledge can inform the development of assessments to help teachers move students toward greater expertise in mathematics, and it presents examples of such assessments. It also reviews student responses and preliminary results from pilot tests of assessments administered in sixth-grade classes in a large urban school district. Preliminary analyses suggest that an assessment strategy based on the structure of mathematical knowledge can reveal deficiencies in student understanding of and ability to apply fundamental concepts of pre-algebra, and has the potential to help teachers remediate those deficiencies. (Contains 7 figures and 10 tables.)
Descriptors: Fundamental Concepts, Urban Schools, Mathematics Education, Academic Achievement, Student Evaluation, Algebra, Evaluation, Pilot Projects, Program Validation, Program Development, Specialists, Grade 6
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Information Analyses; Reports - Evaluative
Education Level: Grade 6
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.; California Univ., Los Angeles. Center for the Study of Evaluation.
Grant or Contract Numbers: N/A