Download Assessing Mathematical Proficiency by Alan H. Schoenfeld PDF

By Alan H. Schoenfeld

Checking out concerns! it may ensure children' and colleges' futures. In a convention on the Mathematical Sciences study Institute, mathematicians, math schooling researchers, lecturers, try out builders, and policymakers accumulated to paintings via serious matters relating to arithmetic evaluation. This quantity offers the result of the discussions. It highlights the categories of data that varied tests can supply, together with many examples of a few of the easiest arithmetic exams all over the world. a different characteristic is an interview with a scholar approximately his wisdom of fractions and an illustration of what interviews (versus standardized exams) can exhibit.

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Presentations at the Summit made clear that unless future teachers are differently prepared and current teachers are re-educated, the next generation of students will not be prepared for careers in science, technology, engineering or mathematics, or able to pursue the wide variety of other careers that require an understanding and use of mathematics. That is why NCLB is so critical to the future of the United States. Unless we focus on the progress our students are making and change our practices to ensure that all children learn at high levels, we cannot expect our students to succeed or our country to remain at the nexus of power, productivity, and innovation.

This has consequences. Machine-graded exams tend to focus largely on skills, and do not emphasize conceptual understanding and problem solving to the degree that many would like. Teachers. From the teacher’s perspective, assessment should help both student and teacher to understand what the student knows, and to identify areas in which the student needs improvement. In addition, assessment tasks should have curricular value. Otherwise they steal time away from the job of teaching. Teachers are assessing students’ proficiency all the time.

The second principle of NCLB is local control and flexibility. Given the focus on local control, each state develops an accountability plan and determines the actions to be taken if a school does not meet the established rate of adequate yearly progress. Although the law requires certain approaches to developing an accountability system, for the most part, the policies, standards, and assessments are set by each state. The assessments are measures developed by each state to determine whether students in the state have mastered the knowledge and skills established in that state’s standards for subjects and grade levels.

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