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AssessmentsAssessments

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NCTM Assessment PrincipleNCTM Assessment Principle

Assessment should support the learning of important mathematics and furnish useful information to both teachers and students.

Assessment should be more than merely a test at the end of instruction to gauge learning. It should be an integral part of instruction that guides teachers and enhances students’ learning.

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NCTM Assessment PrincipleNCTM Assessment Principle

Teachers should be continually gathering information about their students through questions, interviews, writing tasks, and other means.

They can then make appropriate decisions about such matters as reviewing material, re-teaching a difficult concept, or providing something more or different for students who are struggling or need enrichment.

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NCTM Assessment PrincipleNCTM Assessment Principle

To be consistent with the Learning Principle, assessments should focus on understanding as well as procedural skills.

Because different students show what they know and can do in different ways, assessments should also be done in multiple ways, and teachers should look for a convergence of evidence from different sources.

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NCTM Assessment PrincipleNCTM Assessment Principle

Teachers must ensure that all students are given an opportunity to demonstrate their mathematics learning.

For example, teachers should use communication-enhancing and bilingual techniques to support students who are learning English

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Assessments – Educational Assessments – Educational MeasuresMeasures

Teachers – to determine students’ progress in learning specific knowledge or skills

Students – to ascertain if they are learning what they are being asked to learn

Parents – to determine how well their children are doing in school

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Assessments – Educational Assessments – Educational MeasuresMeasures

Principals – to determine how well their students are learning

School psychologists – to assess students’ particular strengths and needs

School counselors – to guide students in choosing courses of study and careers

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Assessments –Educational Assessments –Educational MeasuresMeasures

Lawmakers and policymakers – to set educational priorities and allocate resources

Research and evaluation directors – to collect data to extend general knowledge about educational processes or help evaluate the effectiveness of particular schools programs.

News reporters – to report on the quality of schooling Lawyers – to argue for or against appropriateness and

legality of particular educational practices

Measurement and Assessment in Schools (Worthen, B., et. al., 1998)

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AssessmentsAssessments

StateNationalInternational

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State and National State and National AssessmentsAssessments

Connecticut Assessments

– Connecticut Mastery Tests (CMTs)

– Connecticut Academic Performance Test (CAPT)

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National and International National and International AssessmentsAssessments

Advanced PlacementScholastic Aptitude Tests (SATs)National Assessment of Educational

Progress – “The Nations Report Card”Trends in International Math and Science

Study(TIMMS)

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Connecticut AssessmentsConnecticut Assessments

Connecticut Mastery Tests (CMTs) have been administered since 1985

Limited English proficient (LEP) may be exempt from taking the tests

Language arts(reading, writing, listening, and mechanics of language) and mathematics

Given in Spring for grades 3 to 8– www.cmtreports.com/

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Connecticut Academic Connecticut Academic Performance Test (CAPTPerformance Test (CAPT))

Since 1994 All Grade 10 students Tested on science, math, reading, and writing Part of testing system that provides a logical

progression from assessing specific objectives at the lower grades to integration and application of skills at high school level

http://capt2.captreports.com/

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National Assessment of National Assessment of Educational Progress (NAEP)Educational Progress (NAEP)

Department of Education“The Nations Report Card”Group comparison by race and ethnicity,

gender, type of community, and regionhttp://nces.ed.gov/nationsreportcard/

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Trends inTrends inInternational Math and International Math and

Science Study (TIMMS)Science Study (TIMMS)TIMMS is an educational research project

investigating student achievement in mathematics and science in about 40 countries around the world

Objective is to measure and interpret differences in national educations systems to improve the teaching and learning of mathematics and science worldwide

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TIMSS – How did the United TIMSS – How did the United States do in 2003?States do in 2003?

http://nces.ed.gov/timss/ In 2003, U.S. fourth-grade students exceeded

the international averages in both mathematics and science. In mathematics, U.S. fourth-graders outperformed their peers in 13 of the other 24 participating countries, and, in science, outperformed their peers in 16 countries.

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TIMSS – How did the United TIMSS – How did the United States do in 2003?States do in 2003?

In 2003, fourth-graders in three countries-Chinese Taipei, Japan, and Singapore-outperformed U.S. fourth-graders in both mathematics and science, while students in 13 countries turned in lower average mathematics and science scores than U.S. students.

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TIMSS – How did the United TIMSS – How did the United States do in 2003?States do in 2003?

U.S. eighth-graders improved their average mathematics and science performances in 2003 compared to 1995. Moreover, the data suggest that the performance of U.S. eighth-graders in both mathematics and science was higher in 2003 than it was in 1995 relative to the 21 other countries that participated in the studies.

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TIMSS – How did the United TIMSS – How did the United States do in 2003?States do in 2003?

U.S. eighth-grade boys and girls, and U.S. eighth-grade Blacks and Hispanics improved their mathematics and science performances from 1995. As a result, the gap in achievement between White and Black eighth-graders narrowed in both mathematics and science over this time period.

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Connecticut Mastery TestsConnecticut Mastery Tests

For grades 3 to 8 given in Spring…

http://www.cmtreports.com

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2007 CMT Grade 3 Results by Content 2007 CMT Grade 3 Results by Content Strand Mathematics ConnecticutStrand Mathematics Connecticut

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2007 CMT Grade 52007 CMT Grade 5Results by Content Strand Mathematics Results by Content Strand Mathematics

ConnecticutConnecticut

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2007 CMT Grade 5 2007 CMT Grade 5 Results by Content Strand Mathematics Results by Content Strand Mathematics

Hartford,ConnecticutHartford,Connecticut

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2007 CMT Grade 5 2007 CMT Grade 5 Results by Content Strand Mathematics Results by Content Strand Mathematics

Avon,ConnecticutAvon,Connecticut

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CMT Mathematics Grade 3 Test BlueprintCMT Mathematics Grade 3 Test Blueprint

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CMT Mathematics Grade 4 CMT Mathematics Grade 4 Test BlueprintTest Blueprint