1. 1 Assessments

2. 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. 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. 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. 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. 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. 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. 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. 9 Assessments State National International

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

11. 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. 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/ www.cmtreports.com

13. 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. 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. 15 Trends in International 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. 16 TIMSS – How did the United States do in 2007? http://nces.ed.gov/timss/

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

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

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

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

21. 21 CMT Mathematics Grade 3 Test Blueprint

22. 22 CMT Mathematics Grade 4 Test Blueprint