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ERIC Number: EJ1105699
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2156-1400
Assessment for the Common Core Mathematics Standards
Wu, Hung-Hsi
Journal of Mathematics Education at Teachers College, v3 n1 p6-18 Spr-Sum 2012
This article makes two simple observations about high-stakes assessments. The first is that, because mathematics is a very technical subject, an assessment item can be mathematically flawed regardless of how elementary it is. For this reason, every assessment project needs the active participation of high level mathematicians. A second point is that high-stakes assessments are inherently a very blunt instrument because they are incapable of accurately measuring the most important aspect of mathematics achievement: sustained sequential thinking. Because the general public and policymakers are not aware of this fact, they tend to read more into such assessment scores than such a limited instrument can deliver. If we want high-stakes assessments to have a positive influence on mathematics education, this article suggests that we should reorient our thinking about how much student achievement such assessments can reliably measure, which is "not very much."
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A