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ERIC Number: EJ1105752
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISSN: EISSN-2156-1400
Assessing Students' Mathematical Proficiencies on the Common Core
Kepner, Henry S.; Huinker, DeAnn
Journal of Mathematics Education at Teachers College, v3 n1 p26-32 Spr-Sum 2012
The "Common Core State Standards for Mathematics" presents challenges and opportunities to contribute to a common understanding of the mathematical proficiencies expected of our students. This paper discusses the movement to establish multi-state assessment consortia in the United States based in the standards movement set in motion by the National Council of Teachers of Mathematics and the increased accountability of student learning through the "No Child Left Behind Act". The consortia intend to assess the full range of student learning expectations to include both standards for mathematical content and mathematical practices through construction of comprehensive systems of assessments that accurately measure student progress toward college and career readiness. The systems are to include interim and summative assessments primarily taken in an online environment that allows for automated or timely scoring.
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 - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A