A Research Companion to Principles and Standards Classroom and Large-Scale Assessment A Research Companion to Principles and Standards

Classroom and large-scale assessment Introduction Overview

Definition of terms Assessment Classroom Assessment Large-scale Assessment

Issues in classroom assessment Mathematics: Assessment Should Reflect the Mathematics That All Students Need to Know and Be Able to Do The nature and use of teacher tasks Teacher knowledge

Issues in classroom assessment (cont) Learning: Assessment Should Enhance Mathematics Learning Evidence that formative assessment affects learning Discourse and questions

Issues in classroom assessment (cont) Equity: Assessment Should Promote Equity Formative assessment and expectations Bias Openness: Assessment Should Be an Open Process Portfolios as a vehicle for open assessment Student self-assessment

Issues in Classroom assessment (cont) Inferences: Assessment Should Promote Valid Inferences About Mathematics Learning How do teachers make valid inferences from assessment results? Consistency in scoring written work Using multiple tools and forms of evidence Quality of feedback Coherence: Assessment Should Be a Coherent Process

Issues in large-scale assessment Mathematics Learning Equity Openness Inferences Coherence

Conclusions Questions Comments Concerns