(SUNY Series, Reform in Mathematics Education)
Thomas A. Romberg
State University of New York Press | 1995 | 299 páginas | PDF | 2,29 Mb
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This volume is concerned with the alignment between the way the mathematical performance of students is assessed and the reform agenda in school mathematics. The chapters in this book have been prepared to raise a set of issues that scholars are addressing during this period of transition from traditional schooling practices toward the reform vision of school mathematics. Chapters are: (1) "Issues Related to the Development of an Authentic Assessment System for School Mathematics" (T. A. Romberg and L. D. Wilson), (2) "A Framework for Authentic Assessment in Mathematics" (S. P. Lajoie), (3) "Sources of Assessment Information for Instructional Guidance in Mathematics" (E. A. Silver and P. A. Kenney), (4) "Assessment: No Change without Problems" (J. De Lange), (5) "The Invalidity of Standardized Testing for Measuring Mathematics Achievement" (R. E. Stake), (6) "Assessment Nets: An Alternative Approach to Assessment in Mathematics Achievement" (M. Wilson), and (7) "Connecting Visions of Authentic Assessment to the Realities of Educational Practice
Contents
Preface vii
1 Issues Related to the Development of an Authentic Assessment System for School Mathematics
THOMAS A. ROMBERG AND LINDA D. WILSON
2 A Framework for Authentic Assessment in Mathematics
SUSANNE P. LAJOIE
3 Sources of Assessment Information for Instructional Guidance in Mathematics
EDWARD A. SILVER AND PATRICIA ANN KENNEY
4 Assessment: No Change without Problems
JAN DE LANGE
5 The Invalidity of Standardized Testing for Measuring Mathematics Achievement
ROBERT E. STAKE
6 Assessment Nets: An Alternative Approach to Assessment in Mathematics Achievement
MARK WILSON
7 Connecting Visions of Authentic Assessment to the Realities of Educational Practice
M. ELIZABETH GRAUE
Contributors 277
Index
