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Summary

Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed?

These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement.

"The changing of assessment methods in mathematics is perhaps the largest single obstacle in the path of education reform in mathematics education. The book addresses the hurdles remaining in a clear and consistent fashion. It provides achievable alternatives and plots the paths that will have to be taken to achieve the goals of the NCTM STANDARDS." -- John A. Dossey, Illinois State University, Normal, IL

Thomas A. Romberg is Sears Roebuck Foundation-Bascom Professor in Education at the National Center for Research in Mathematical Science Education at the University of Wisconsin-Madison.

Table of Contents

1. Overview of the Book Thomas A. Romberg

2. Evaluation: A Coat of Many Colors Thomas A. Romberg

3. Implications of the NCTM Standards for Mathematics Assessment Norman Webb And Thomas A. Romberg

4. Curriculum and Test Alignment Thomas A. Romberg, Linda Wilson, 'Mamphono Khaketla, and Silvia Chavarria

5. State Assessment Test Development Procedures James Braswell

6. Test Development Profile of a State-Mandated Large-Scale Assessment Instrument in Mathematics Tej Pandey

7. Assessing Students' Learning in Courses Using Graphics Tools: A Preliminary Research Agenda Sharon L. Senk

8. Mathematics Testing with Calculators: Ransoming the Hostages John G. Harvey

9. Gender Differences in Test Taking: A Review Margaret R. Meyer

10. Communication and the Learning of Mathematics David Clarke, Max Stephens, and Andrew Waywood

11. Measuring Levels of Mathematical Understanding Mark Wilson

12. A Framework for the California Assessment Program to Report Students' Achievement in Mathematics E. Anne Zarinnia and Thomas A. Romberg

13. Evaluation—Some Other Perspectives Philip C. Clarkson