Keeping Score.

COVER PAGE -- THE NATIONAL ACADEMIES -- NATIONAL RESEARCH COUNCIL CENTER FOR SCIENCE, MATHEMATICS, AND ENGINEERING EDUCATION MATHEMATICAL SCIENCES EDUCATION BOARD JULY 1, 1998 - JUNE 30, 1999 -- Reviewers -- Table of Contents -- Acknowledgments -- Preface -- Chapter 1: Introduction -- Standards-based assessments -- Differences between norm-referenced and standards-based assessments -- Purpose. -- Preparation. -- Range of skills. -- Variety of tasks. -- Variety of student products. -- Balancing the instrument. -- Performance sampling. -- Scoring as value judgments. -- Score reporting. -- A hidden danger -- Organization of this booklet -- Chapter 2: A Model for Assessment Development: Achieving Balance -- Conceptual frameworks for mathematics assessment -- Types of assessment -- A model for a balanced assessment in mathematics -- Mathematical skills as an assessment target -- Conceptual understanding as an assessment target -- Problem solving as an assessment target -- Why develop different types of task? -- One content area, three different tasks -- The same task might measure different aspects of mathematics -- Maintaining skills while achieving depth and balance -- The whole is greater than the sum of its parts -- Assessing mathematical connections -- Assessing mathematical communication -- Circumstances of performance -- Recommendations for evaluating the balance of an assessment system -- Chapter 3: Assessment and Opportunity to Perform -- The development process -- When cognitive overload stymies opportunity to perform -- Creating access while preserving task integrity -- Scaffolding-guidelines and some case studies -- Contextual challenge and barriers to performance -- The implications of contextual challenge on opportunity to learn -- Over-zealous assessment -- Turning task miscues into opportunity to perform.

Turning elephant traps into learning opportunities -- Recommendations for task development -- Chapter 4: Assessment and Opportunity to Learn -- Tight sequencing of teaching and testing -- Inappropriate emphasis on skills acquisition activities -- Inappropriate task modification -- Covering the curriculum -- Preconceptions of teachers -- Gaps in the curriculum -- Misconceptions and mistakes as opportunities to learn -- Assessment practice makes perfect-developing tenacity -- Assessment practice makes perfect-developing communication -- What can be done-some recommendations -- Chapter 5: Alignment and Standards-based Assessments -- The alignment of standards and assessment -- Balance in learning and assessment -- Equity and fairness in learning and assessment -- Using alignment criteria-some recommendations -- References.

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