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ERIC Number: EJ1068228
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0040-5841
Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards
Schoenfeld, Alan H.
Theory Into Practice, v54 n3 p183-194 2015
Being proficient in mathematics involves having rich and connected mathematical knowledge, being a strategic and reflective thinker and problem solver, and having productive mathematical beliefs and dispositions. This broad set of mathematics goals is central to the Common Core State Standards for Mathematics. High-stakes testing often drives instructional practice. In this article, I discuss test specifications and sample assessment items from the two major national testing consortia and the prospects that their assessments will be positive levers for change. For more than 20 years, the Mathematics Assessment Project has focused on the development of assessments that emphasize productive mathematical practices, most recently creating formative assessment lessons (FALs) designed to help teachers build up student understandings through focusing on student thinking while engaging in rich mathematical tasks. This article describes our recent work.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A