Assessing Mathematical Proficiency

Testing matters! It can determine kids' and schools' futures. In a conference at the Mathematical Sciences Research Institute, mathematicians, maths education researchers, teachers, test developers, and policymakers gathered to work through critical issues related to mathematics assessment. They examined: · The challenges of assessing student learning in ways that support instructional improvement; · Ethical issues related to assessment, including the impact of testing on urban and high-poverty schools; · The different (and sometimes conflicting) needs of the different groups; and · Different frameworks, tools, and methods for assessment, comparing the kinds of information they offer about students' mathematical proficiency. This volume presents the results of the discussions. It highlights the kinds of information that different assessments can offer, including many examples of some of the best mathematics assessments worldwide. A special feature is an interview with a student about his knowledge of fractions and a demonstration of what interviews (versus standardized tests) can reveal.

Preface	p. ix
Acknowledgments	p. xix
The Big Picture	p. 1
Issues and Tensions in the Assessment of Mathematical Proficiency	p. 3
Aims of Mathematics Education	p. 17
The No Child Left Behind Act: Political Context and National Goals	p. 23
Perspectives on Mathematical Proficiency	p. 29
What Is Mathematical Proficiency?	p. 31
What Is Mathematical Proficiency and How Can It Be Assessed?	p. 59
What Docs Assessment Assess? Issues and Examples	p. 75
Mathematical Proficiency: What Is Important? How Can It Be Measured?	p. 77
Aspects of the Art of Assessment Design	p. 99
Mathematical Proficiency for Citizenship	p. 113
Learning from Assessment	p. 125
When Assessment Guides Instruction: Silicon Valley's Mathematics Assessment Collaborative	p. 137
The Case of Algebra	p. 155
Assessing the Strands of Student Proficiency in Elementary Algebra	p. 157
Making Meaning in Algebra: Examining Students' Understandings and Misconceptions	p. 163
Task Context and Assessment	p. 177
What Do Assessments Assess? The Case of Fractions	p. 193
Learning About Fractions from Assessment	p. 195
Assessing a Student's Mathematical Knowledge by Way of Interview	p. 213
Reflections on an Assessment Interview: What a Close Look at Student Understanding Can Reveal	p. 269
The Importance of Societal Context	p. 279
Assessment in France	p. 283
Assessment to Improve Learning in Mathematics: The BEAR Assessment System	p. 311
English Learners and Mathematics Learning: Language Issues to Consider	p. 333
Beyond Words to Mathematical Content: Assessing English Learners in the Mathematics Classroom	p. 345
Assessment in the Real World: The Case of New York City	p. 353
Perspectives on State Assessments in California: What You Release Is What Teachers Get	p. 357
Epilogue: What Do We Need to Know? Items for a Research Agenda	p. 365
About the Authors	p. 369
Subject Index	p. 381
Author Index	p. 385
Task Index	p. 389
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Assessing Mathematical Proficiency

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