Implementing the Assessment Standards for School Mathematics

1998 ◽  
Vol 91 (9) ◽  
pp. 786-793
Author(s):  
Denisse R. Thompson ◽  
Sharon L. Senk
Keyword(s):  
School Mathematics ◽  
Assessment Practices ◽  
Specific Task ◽  
Evaluation Standards ◽  
Know How ◽  
Solution Strategies ◽  
Assessment Standards ◽  
Choice Tasks ◽  
Broad Outline ◽  
Insight Into

Recommendations in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and in the Assessment Standards for School Mathematics (NCTM 1995) encourage teachers to incorporate into their curriculum and assessment practices more tasks that require students to construct their own responses, as opposed to primarily using tasks for which a response is provided, such as true-orfalse or multiple-choice tasks. Constructed responses enable students to demonstrate their depth of understanding of mathematics and give teachers greater insight into their students' knowledge of concepts. But when students are required to write about mathematics or explain their solution strategies, teachers want to know how to score such responses. Teachers have therefore become more interested in issues related to rubrics. A rubric is a set of guidelines for evaluating students' responses to one or more tasks. A general rubric is a broad outline that indicates vatious levels of performance and the factors that teachers should consider when specifying performance levels; a task-specific rubric interprets the general rubric for a specific task and specifies the particular mathematical aspects of the task that determine each level of performance (NCTM 1995; California Mathematics Council 1993).

Teaching Sensible Mathematics in Sense-Making Ways with the CPMP

1995 ◽  
Vol 88 (8) ◽  
pp. 694-700 ◽  
Author(s):  
Christian R. Hirsch ◽  
Arthur F. Coxford ◽  
James T. Fey ◽  
Harold L. Schoen
Keyword(s):  
School Districts ◽  
School Mathematics ◽  
Sense Making ◽  
Teaching Mathematics ◽  
Assessment Practices ◽  
Classroom Teachers ◽  
Current Policy ◽  
Evaluation Standards ◽  
American Schools ◽  
Assessment Standards

Current policy reports addressing mathematics education in American schools, such as Everybody Counts (NRC 1989), Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), Professional Standards for Teaching Mathematics (NCTM 1991), and Assessment Standards for School Mathematics (NCTM 1995), call for sweeping reform in curricular, instructional, and assessment practices. Implementing the proposed reforms poses new opportunities and challenges for school districts, mathematics departments, and classroom teachers.

Division by a Fraction: Assessing Understanding through Problem Writing

2008 ◽  
Vol 13 (6) ◽  
pp. 326-332
Author(s):  
Angela T. Barlow ◽  
Jill Mizzell Drake
Keyword(s):  
Mathematical Understanding ◽  
School Mathematics ◽  
Assessment Practices ◽  
Teacher Accountability ◽  
Classroom Assessments ◽  
Assessment Standards ◽  
Principles And Standards

As performance-based curricula and teacher accountability gain greater emphasis, teachers need avenues to ensure that their students are learning the mathematics content being delivered. According to the NCTM's Assessment Standards for School Mathematics (1995), assessment practices should enable teachers to assess students' performance in a manner that reflects what students know and can do. Unfortunately, the typical classroom assessments, such as chapter tests, homework assignments, and the like, rarely accurately reflect the depth of mathematical understanding expected to meet performancebased standards like those found in NCTM's Principles and Standards for School Mathematics (2000).

Implementing the Assessment Standards for School Mathematics: Student Portfolios in Mathematics

1998 ◽  
Vol 91 (4) ◽  
pp. 318-325
Author(s):  
Donita Robinson
Keyword(s):  
Mathematics Assessment ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Student Portfolios ◽  
Mathematics Student ◽  
Assessment Standards ◽  
Over Time ◽  
Assessment Activities

Several years ago I added portfolios to the group of assessment activities that I assign my students. Some of my early ideas came from Mathematics Assessment, an NCTM publication edited by Jean Kerr Stenmark (1991). In addition to giving ideas for assembling and grading portfolios, she reminds us that “one of the major goals in the Evaluation Standards is to help students value mathematics, a very hard goal to assess. With examples in portfolios collected over time and with documented reactions to assignments and problems, we can begin to see how close we are coming to this goal” (p. 36).

Research Advisory Committee Report: NCTM Standards Research Catalyst Conference

1991 ◽  
Vol 22 (4) ◽  
pp. 293-296
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Assessment Practices ◽  
Committee Report ◽  
Evaluation Standards ◽  
Education Community ◽  
New Research ◽  
New Phase

The Curriculum and Evaluation Standards for School Mathematics initiated a new phase in mathematics education reform. The Standards document presents both a vision and a plan for change in mathematics instruction and assessment. The principles on which the Standards document is based establish a new research agenda (Commission on Standards for School Mathematics, 1989) that offers the potential not only to contribute to the growing base of scientific knowledge about mathematics teaching and learning, bur also to complement and inform the efforts of mathematics educators to reform current curricular, pedagogical, and assessment practices. It is both the hope and the expectation of the mathematics education community that major changes will occur in the teaching and learning of mathematics. At this juncture, we need some form of documentation of the anticipated change.

Implementing the “Assessment Standards for School Mathematics”: Using Students' Portfolios to Assess Mathematical Understanding

1994 ◽  
Vol 87 (9) ◽  
pp. 698-701
Author(s):  
Harold Asturias
Keyword(s):  
Mathematical Understanding ◽  
School Mathematics ◽  
Professional Standards ◽  
Assessment Tools ◽  
Teaching Mathematics ◽  
Pedagogical Issues ◽  
Evaluation Standards ◽  
Assessment Standards ◽  
Link Assessment

In 1989, NCTM published the Curriculum and Evaluation Standards for School Mathematics, which presented the mathematics profession with a broad view of the important mathematics that should be taught in schools. Two years later, the Professional Standards for Teaching Mathematics gave teachers the opportunity to address the pedagogical issues inherent in teaching a broad-based, thinking curriculum as described in the curriculum standards. The next link, assessment, though part of the first document, required specific attention. Assessment Standards for School Mathematics, currently in progress, will present the criteria for judging the appropriateness and quality of assessment tools and systems.

Implementing the Assessment Standards for School Mathematics: Assessing Students' Thinking through Writing

1996 ◽  
Vol 89 (5) ◽  
pp. 428-432 ◽  
Author(s):  
Jennifer Mayer ◽  
Susan Hillman
Keyword(s):  
Writing Process ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Teachers And Students ◽  
Assessment Standards

Why do I ask my students to write? Why is writing important? What do teachers and students learn from the writing process? These questions cannot be ignored if the theme of communication in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the guidelines suggested in the Assessment Standards for School Mathematics (NCTM 1995) are to be seriously considered.

Using a Feedback Form to Communicate with Students

1996 ◽  
Vol 89 (3) ◽  
pp. 184-185
Author(s):  
Margaret A. Potter
Keyword(s):  
Student Teacher ◽  
Journal Writing ◽  
School Mathematics ◽  
Feedback Form ◽  
Evaluation Standards ◽  
Teacher Communication ◽  
Teacher Student ◽  
Great Insight ◽  
Teachers And Students ◽  
Insight Into

The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) has caused a stir of creativity, some of which has been used to devise ways to align instruction and teacher-student or student-teacher communication. One of the more visionary methods for assessment that teachers are currently using is journal writing. Journals can give both teachers and students great insight into a student's progress throughout a grading period.

Using Bloom's Taxonomy as a Framework for Classroom Assessment

2003 ◽  
Vol 96 (6) ◽  
pp. 402-405 ◽  
Author(s):  
Signe E. Kastberg
Keyword(s):  
Mathematics Teacher ◽  
Classroom Assessment ◽  
Test Preparation ◽  
Opportunity To Learn ◽  
Bloom's Taxonomy ◽  
School Mathematics ◽  
Assessment Practices ◽  
Assessment Framework ◽  
Bloom’S Taxonomy ◽  
Assessment Standards

AS A MATHEMATICS TEACHER, I WANT MY CLASSroom tests to reflect what my students have had an opportunity to learn so that I can assess both their learning and my teaching. I find, however, that often I create tests haphazardly. As a result, the tests that I give accomplish only part of what I had intended them to do. In an attempt to discover ways to be more systematic in my test preparation, I read Assessment Standards for School Mathematics (NCTM 1995). That document contains a variety of helpful advice, including a description of an assessment framework. An assessment framework sounded like just what I needed to turn my classroom assessment practices from haphazard to systematic.

Improving Classroom Tests as a Means of Improving Assessment

1997 ◽  
Vol 90 (1) ◽  
pp. 58-64
Author(s):  
Denisse R. Thompson ◽  
Charlene E. Beckmann ◽  
Sharon L. Senk
Keyword(s):  
Mathematics Education ◽  
School Mathematics ◽  
Assessment Practices ◽  
Education Community ◽  
Assessment Standards

Cunently much discussion is occurring within the mathematics-education community regarding assessment. In attempting to develop the mathematical power of students, the Assessment Standards for School Mathematics (NCTM 1995, 29) encourages teachers to make several changes in their assessment practices. Among these are the following:

scholarly journals Transfer of Knowhow and Experiences from Commercial Logistics into Humanitarian Logistics to Improve Rescue Missions in Disaster Areas

2018 ◽  
Vol 8 (3) ◽  
pp. 63
Author(s):  
Firas Rifai
Keyword(s):  
Information Technologies ◽  
Humanitarian Logistics ◽  
Management Information ◽  
Rescue Mission ◽  
Know How ◽  
The Past ◽  
Humanitarian Organizations ◽  
Past Data ◽  
Near Future ◽  
Insight Into

Reports on the news about nature or man-made catastrophes are not uncommon. We hear constantly that a human catastrophe has taken place somewhere in the world. In those cases where the infrastructure could possibly be destroyed, it becomes clear that a rescue mission is difficult to achieve. We need special rescue teams, who despite the difficult rescue mission, save lives and reduce suffering.The special organizations involved in catastrophes are called humanitarian organizations. In addition, the specific skills and abilities that these organizations have should be mainly in logistics.In this paper, the author goes into more details about humanitarian logistics and shows its importance in disaster areas. Unfortunately, these humanitarian organizations have many weaknesses and challenges. As a result, these organizations are not well developed, despite their importance. In contrast, the commercial logistics companies, which are well developed, have much strength in management, information technologies, etc.This research defines humanitarian logistics and describes its weaknesses and limitations. Furthermore, it deals with the specifics of humanitarian organizations. The special features of these organizations are their rescue missions, especially in destroyed infrastructure areas. This research demonstrates the various similarities between commercial and humanitarian logistics and points to the potential of knowledge and experience transfer from commercial logistics to humanitarian logistics.This research compares humanitarian logistics with commercial logistics. In doing so, the author tries to gain a deeper insight into the potential of transferring know-how and experience from retail logistics to humanitarian logistics in order to strengthen humanitarian logistics.The research of logistics is a very dynamic world in which humanitarian logistics is becoming increasingly important both in research and in practice. In particular, the demands on logistics in general and on humanitarian logistics, in particular, will increase significantly in the near future because it is estimated that the number and impact of both natural and human disasters is increasing (Kumar et al., 2012).Murphy (2015) analyzed the past data of catastrophes and derived a forecast for the future frequency of disasters and their impact: “Because of the increasing frequency (and severity) of disasters over the past 50 years, humanitarian logistics is likely to be an important topic into the foreseeable future”.

Sign in / Sign up

Export Citation Format

Share Document