Mathematics Assessment Standards

The Mathematics Standard-Assessment should reflect the mathematics that all students need to know and be able to do.

The Learning Standard-Assessment should enhance mathematics learning

The Equity Standard-Assessment should promote equity.

Assessment Standards for School MathematicsNational Council of Teachers of Mathematics, 1995

Mathematics Assessment Standards

The Openness Standard-Assessment should be an open process.

The Inferences Standard-Assessment should promote valid inferences about mathematics learning.

The Coherence Standard-Assessment should be a coherent process

Assessment Standards for School MathematicsNational Council of Teachers of Mathematics, 1995

Assessment Standards for School Mathematics

Shifts in making instructional decisions toward: integrating assessment with instruction using evidence from a variety of assessment

formats and contexts using evidence of every student's progress

toward long-range goals in instructional planning

Assessment Standards for School MathematicsNational Council of Teachers of Mathematics, 1995

Assessment Standards for School Mathematics

Shifts in monitoring student’ progress toward: assessing progress toward mathematical power communicating with students about

performance in a continuous, comprehensive manner using multiple and complex assessment tools students learning to assess their own progress

Assessment Standards for School MathematicsNational Council of Teachers of Mathematics, 1995

Assessment Standards for School Mathematics

Shifts in Assessing to Evaluate Students’ Achievement toward: comparing students’ performance with

performance criteria assessing progress toward mathematical power certification based on balanced, multiple

sources of information profiles of achievement based on public criteria

Assessment Standards for School MathematicsNational Council of Teachers of Mathematics, 1995

Four Purposes of Assessment

Monitoring Students' Progress

Evaluating Students' Achievement

Making Instructional Decisions

Evaluating ProgramsAssessment Standards for School MathematicsNational Council of Teachers of Mathematics, 1995

Four Phases of Assessment

Plan Assessment

GatherEvidence

InterpretEvidence

Use Results

Assessment Standards for School MathematicsNational Council of Teachers of Mathematics, 1995

Ways to Assess

Observation

Questioning

Interviewing

Performance Tasks

Work Samples

Ways to Assess

Portfolios

Writings

Achievement Tests

Teacher Designed Written Tests

Self-Assessment and Peer Assessment

Keeping Assessment Records

Checklists

Student Files

Class Records

Communicating Assessment Information

To Students

To Parents

To School Administrators

Alex: Third Month of Third Grade

Ben: Third Month of Third Grade

Carl: Third Month of Third Grade

Andrea: Fifth Month of Fourth Grade

Amy: Fifth Month of Fourth Grade