Assessment: Describing Student Performance Qualitatively

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  • 1 Marquette University, Milwaukee, WI 53201-1881
  • 2 Learning Research and Development Center at the University of Pittsburgh, Pittsburgh, PA 15260

The issue of linking testing with instructional practice is not new. In recent years, mathematics educators have been redefining the goals of mathematics education to include increased attention to problem solving and reasoning. For example, the National Council of Teachers of Mathematics's Curriculum and Evaluation Standards for School Mathematics (1989) and Professional Standards for Teaching Mathematics (1991) and the National Research Council's Everybody Counts (1989) suggest an emphasis on reasoning, problem solving, conceptual understanding, and communicating mathematically.

Footnotes

Jinfa Cai interests include cognitive studies of mathematical problem solving and the integration of assessment of classroom instntction.

Maria Magone is interested in performance assessment, gender issues in education, and instructional integration of mathematics and art.

Wang is interested in issues of educational measurement related to performance assessment in mathematics.

Lane is interested in the design and validation of perfonnance assessments.

Contributor Notes

(Corresponding author is JINFAC@Marque.MSCS.MU.edu)(Corresponding author is MAGONE@VMS.CIS.Pitt.edu)(Corresponding author is NWASTI@VMS.CIS.Pitt.edu)(Corresponding author is SL@VMS.CJS.Pitt.edu)
Mathematics Teaching in the Middle School

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