Mathematics Assessment and Evaluation

Imperatives for Mathematics Educators

Edited by Thomas A. Romberg

Subjects: Curriculum
Series: SUNY series, Reform in Mathematics Education
Paperback : 9780791409008, 376 pages, July 1992
Hardcover : 9780791408995, 376 pages, July 1992

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Table of contents

1. Overview of the Book
Thomas A. Romberg

2. Evaluation: A Coat of Many Colors
Thomas A. Romberg

3. Implications of the NCTM Standards for Mathematics Assessment
Norman Webb And Thomas A. Romberg

4. Curriculum and Test Alignment
Thomas A. Romberg, Linda Wilson, 'Mamphono Khaketla, and Silvia Chavarria

5. State Assessment Test Development Procedures
James Braswell

6. Test Development Profile of a State-Mandated Large-Scale Assessment Instrument in Mathematics
Tej Pandey

7. Assessing Students' Learning in Courses Using Graphics Tools: A Preliminary Research Agenda
Sharon L. Senk

8. Mathematics Testing with Calculators: Ransoming the Hostages
John G. Harvey

9. Gender Differences in Test Taking: A Review
Margaret R. Meyer

10. Communication and the Learning of Mathematics
David Clarke, Max Stephens, and Andrew Waywood

11. Measuring Levels of Mathematical Understanding
Mark Wilson

12. A Framework for the California Assessment Program to Report Students' Achievement in Mathematics
E. Anne Zarinnia and Thomas A. Romberg

13. Evaluation—Some Other Perspectives
Philip C. Clarkson






Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed?

These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement.

Thomas A. Romberg is Sears Roebuck Foundation-Bascom Professor in Education at the National Center for Research in Mathematical Science Education at the University of Wisconsin-Madison.


"The changing of assessment methods in mathematics is perhaps the largest single obstacle in the path of education reform in mathematics education. The book addresses the hurdles remaining in a clear and consistent fashion. It provides achievable alternatives and plots the paths that will have to be taken to achieve the goals of the NCTM STANDARDS." — John A. Dossey, Illinois State University, Normal, IL