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