Learning about assessment, learning through assessment / Mark Driscoll and Deborah Bryant.

Format:

Book

Author/Creator:

Driscoll, Mark J., author.

National Research Council Staff, Corporate Author.

Bryant, Deborah, author.

Contributor:

Mathematical Sciences Education Center for Science, Mathematics and Engineering Education National Research Council, contributor.

Series:

Compass series (Washington, D.C.)

The compass series

Language:

English

Subjects (All):

Mathematics--Study and teaching--United States--Evaluation.

Mathematics.

Physical Description:

1 online resource (viii, 52 pages) : illustrations.

Edition:

1st ed.

Place of Publication:

Washington, District of Columbia : National Academy Press, [1998]

Language Note:

English

Summary:

The MSEB, with generous support and encouragement from the Carnegie Corporation of New York, seeks to bring discussion of assessment to school-and district-based practitioners through an initiative called Assessment in Practice (AIP). Originally conceived as a series of "next steps" to follow the publication of Measuring Up and For Good Measure, the project, with assistance from an advisory board, developed a publication agenda to provide support to teachers and others directly involved with the teaching and assessment of children in mathematics classrooms at the elementary, middle, and high school levels. In a series of three booklets, AIP presents an exploration of issues in assessment. The first booklet, Learning About Assessment, Learning Through Assessment discusses ways to assist teachers in learning about assessment and how student work can be a rich resource in professional development. The second, Assessment in Support of Instruction, makes a case for aligning assessments with state and district curriculum frameworks and examines ways in which states have shifted their curriculum frameworks and related state assessment programs to reflect the NCTM Standards and other perspectives. The third booklet, Keeping Score, discusses issues to be considered while developing high quality mathematics assessments. This series is specifically designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists.

Contents:

COVER PAGE

NATIONAL RESEARCH COUNCIL CENTER FOR SCIENCE, MATHEMATICS, AND ENGINEERINGEDUCATION MATHEMATICAL SCIENCES EDUCATION BOARD JULY 1, 1997 - JUNE30, 1998

Reviewers

Table of Contents

Acknowledgments

Preface

I. Introduction

II. Learning Challenges

Judgment about the quality of mathematics in tasks

Judgment about the appropriateness of tasks

Judgment about the quality of student responses

Judgment about consequent actions

III. Planning and Organizing Professional Development

The role of the facilitator

Advocate for principles of good assessment.

Supporting inquiry.

Designing professional development to balance attention to both Inquiryand advocacy.

Design features of effective professional development

Clarity of outcomes and purposes.

Ongoing.

Client-driven and concerns-based.

Opportunities for developing judgment.

Evidence-based.

Connected to classroom practice.

Opportunities for reflection.

Collegial.

Relevant information.

Organized to support learning.

A suggested core sequence of activities

IV. A Framework for Addressing Concerns

Stages 0 and 1. Awareness and Informational concerns

Stage 2. Personal concerns

Stage 3. Management concerns

Stages 4 and 5. Consequence and collaboration concerns

Content.

Equity.

V. Supporting and Extending Professional Development

Developing expertise of lead teachers

Supporting lead teachers in working with others

Aligning policies and practice

Communicating with the public

References

Appendix.

Notes:

"Mathematical Sciences Education Board, Center for Science, Mathematics, and Engineering Education."

Includes bibliographical references (pages 47-50).

Description based on print version record.

ISBN:

9780309522212

0309522218

9780309173827

0309173825

9780585006086

0585006083

OCLC:

1122456407