In 1989, NCTM proposed in their Curriculum and
Evaluation Standards these MAJOR SHIFTS IN
ASSESSMENT PRACTICE
TOWARD
- Assessing students’ full mathematical power
- Comparing students’ performance with
established
criteria
- Giving support to teachers and credence to
their
informed judgment
- Making the assessment process public,
participatory, and dynamic
- Giving students multiple opportunities to
demonstrate their full mathematical power
- Developing a shared vision of what to
assess and
how to do it.
- Using assessment results to ensure that all
students have the opportunity to achieve their potential
- Aligning assessment with curriculum and
instruction
- Basing inferences on multiple sources of
evidence
- Viewing students as active participants in
the
assessment process
- Regarding assessment as continual and
recursive
- Holding all concerned with mathematics
learning
accountable for assessment results
AWAY FROM
- Assessing only students’ knowledge of
specific
facts and isolated skills
- Comparing students’ performance with that
of
other students
- Designing "teacher-proof" assessment systems
- Making the assessment process secret,
exclusive,
and fixed
- Restricting students to a single way of
demonstrating their mathematical knowledge
- Developing assessment by oneself
- Using assessment to filter and select
students
out of the opportunities to learn mathematics
- Treating assessment as independent of
curriculum
or instruction
- Basing inferences on restricted or single
sources
of evidence
- Viewing students as the objects of
assessment
- Regarding assessment as sporadic and
conclusive
- Holding only a few accountable for
assessment
results
New
version (vision?) - 2000
What was New Jersey's response?
http://www.state.nj.us/njded/assessment/
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