Assessing mathematical proficiency / edited by Alan H. Schoenfeld.

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$a 9780511755378 (ebook)

$z 9780521874922 (hardback)

$z 9780521697668 (paperback)

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$a QA13 $b .A8773 2007

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$a Assessing mathematical proficiency / $c edited by Alan H. Schoenfeld.

$a Cambridge : $b Cambridge University Press, $c 2007.

$a 1 online resource (xix, 391 pages) : $b digital, PDF file(s).

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$a Mathematical Sciences Research Institute publications ; $v 53

$a Title from publisher's bibliographic system (viewed on 05 Oct 2015).

$a Section 1. The big picture -- 1. Issues and tensions in the assessment of mathematical proficiency / Alan H. Schoenfeld -- 2. Aims of mathematics education / Judith A. Ramaley -- 3. The No Child Left Behind Act : political context and national goals / Susan Sclafani -- Section 2. Perspectives on mathematical proficiency -- 4. What is mathematical proficiency? / R. James Milgram -- 5. What is mathematical proficiency and how can it be assessed? / Alan H. Schoenfeld -- Section 3. What does assessment assess? : issues and examples -- 6. Mathematical proficiency : what is important? how can it be measured? / Hugh Burkhardt -- 7. Aspects of the art of assessment design / Jan de Lange -- 8. Mathematical proficiency for citizenship / Bernard L. Madison -- 9. Learning from assessment / Richard Askey -- 10. When assessment guides instruction : Silicon Valley's Mathematics Assessment Collaborative / David Foster, Pendred Noyce, and Sara Spiegel -- Section 4. The case of algebra -- 11. Assessing the strands of student proficiency in elementary algebra / William G. McCallum -- 12. Making meaning in algebra : examining students' understandings and misconceptions / David Foster -- 13. Task context and assessment / Ann Shannon -- Section 5. What do assessments assess? : the case of fractions -- 14. Learning about fractions from assessment / Linda Fisher -- 15. Assessing a student's mathematical knowledge by way of interview / Deborah Loewenberg Ball with Brandon Peoples -- 16. Reflections on an assessment interview : what a close look at student understanding can reveal / Alan H. Schoenfeld -- Section 6. The importance of societal context -- 17. Assessment in France / Michèle Artigue -- 18. Assessment to improve learning in mathematics : the BEAR assessment system / Mark Wilson and Claus Carstensen -- 19. English learners and mathematics learning : language issues to consider / Lily Wong Fillmore -- 20. Beyond words to mathematical content : assessing English learners in the mathematics classroom / Judit Moschkovich -- 21. Assessment in the real world : the case of New York City / Elizabeth Taleporos -- 22. Perspectives on state assessments in California : what you release is what teachers get / Elizabeth K. Stage -- Epilogue. What do we need to know? : items for a research agenda.

$a 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.

$a Mathematics $x Study and teaching $z United States $x Evaluation.

$a Mathematical ability $x Testing.

$a Schoenfeld, Alan H., $e editor.

$i Print version: $z 9780521874922

$a Mathematical Sciences Research Institute Publications; $v 53.

$u https://doi.org/10.1017/CBO9780511755378

$a VIRTUA