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Assessments

Assessments. NCTM Assessment Principle. Assessment should support the learning of important mathematics and furnish useful information to both teachers and students.

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Assessments

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  1. Assessments

  2. NCTM Assessment Principle • Assessment should support the learning of important mathematics and furnish useful information to both teachers and students. • Assessment should be more than merely a test at the end of instruction to gauge learning. It should be an integral part of instruction that guides teachers and enhances students’ learning.

  3. NCTM Assessment Principle • Teachers should be continually gathering information about their students through questions, interviews, writing tasks, and other means. • They can then make appropriate decisions about such matters as reviewing material, re-teaching a difficult concept, or providing something more or different for students who are struggling or need enrichment.

  4. NCTM Assessment Principle • To be consistent with the Learning Principle, assessments should focus on understanding as well as procedural skills. • Because different students show what they know and can do in different ways, assessments should also be done in multiple ways, and teachers should look for a convergence of evidence from different sources.

  5. NCTM Assessment Principle • Teachers must ensure that all students are given an opportunity to demonstrate their mathematics learning. • For example, teachers should use communication-enhancing and bilingual techniques to support students who are learning English

  6. Assessments – Educational Measures • Teachers – to determine students’ progress in learning specific knowledge or skills • Students – to ascertain if they are learning what they are being asked to learn • Parents – to determine how well their children are doing in school

  7. Assessments – Educational Measures • Principals – to determine how well their students are learning • School psychologists – to assess students’ particular strengths and needs • School counselors – to guide students in choosing courses of study and careers

  8. Assessments –Educational Measures • Lawmakers and policymakers – to set educational priorities and allocate resources • Research and evaluation directors – to collect data to extend general knowledge about educational processes or help evaluate the effectiveness of particular schools programs. • News reporters – to report on the quality of schooling • Lawyers – to argue for or against appropriateness and legality of particular educational practices • Measurement and Assessment in Schools (Worthen, B., et. al., 1998)

  9. Assessments • State • National • International

  10. State and National Assessments • Connecticut Assessments • Connecticut Mastery Tests (CMTs) • Connecticut Academic Performance Test (CAPT)

  11. National and International Assessments • Advanced Placement • Scholastic Aptitude Tests (SATs) • National Assessment of Educational Progress – “The Nations Report Card” • Trends in International Math and Science Study(TIMMS)

  12. Connecticut Assessments • Connecticut Mastery Tests (CMTs) have been administered since 1985 • Limited English proficient (LEP) may be exempt from taking the tests • Language arts(reading, writing, listening, and mechanics of language) and mathematics • Given in Spring for grades 3 to 8 • www.cmtreports.com/

  13. Connecticut Academic Performance Test (CAPT) • Since 1994 • All Grade 10 students • Tested on science, math, reading, and writing • Part of testing system that provides a logical progression from assessing specific objectives at the lower grades to integration and application of skills at high school level • https://solutions1.emetric.net/captpublic/

  14. National Assessment of Educational Progress (NAEP) • Department of Education • “The Nations Report Card” • Group comparison by race and ethnicity, gender, type of community, and region • http://nces.ed.gov/nationsreportcard/

  15. Trends inInternational Math and Science Study (TIMMS) • TIMMS is an educational research project investigating student achievement in mathematics and science in about 40 countries around the world • Objective is to measure and interpret differences in national educations systems to improve the teaching and learning of mathematics and science worldwide

  16. TIMSS – How did the United States do in 2007? • http://nces.ed.gov/timss/

  17. 2007 CMT Grade 3 Results by Content Strand Mathematics Connecticut

  18. 2007 CMT Grade 5Results by Content Strand Mathematics Connecticut

  19. 2007 CMT Grade 5 Results by Content Strand Mathematics Hartford,Connecticut

  20. 2007 CMT Grade 5 Results by Content Strand Mathematics Avon,Connecticut

  21. CMT Mathematics Grade 3 Test Blueprint

  22. CMT Mathematics Grade 4 Test Blueprint

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