Digital technologies have the potential to revolutionize education by enhancing quality, fairness, and efficiency. However, equitable access to these technologies remains a challenge. ILSAs (international large-scale assessments) have shown that the relationship between digital use and performance varies across countries and over time. To fully…

In the first part, both the rationale and the policies for allowing students to use notes during tests in an advanced class are presented. The second part contains suggestions for color-coding a grade book thus promoting efficient information retrieval and easier analyses of students' progress and/or grades. (JJK)

Presented are practical methods exemplifying principles of assessment that involve minimal disruption of the instructional process and not impose additional work on the teacher. Informal assessment methods include annotated class lists and student work folios. Formal assessment methods include practical tests, student-constructed tests, and…

The California Assessment Program (CAP) administers tests to all public school students at certain grade levels, compiles the results, and provides information that allows educators to judge the effectiveness of their programs and make improvements. This sampler describes the types of assessment that CAP proposes to respond to the needed changes…

Many teachers use cooperative learning methods during instruction but face the problem of aligning evaluation techniques with that instruction. Described are methods to include cooperative problem solving in evaluation, including strategies to identify possible grading schemes, to make appropriate problem choices, and to evaluate individual versus…

This book grew out of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Science Education that focused on assessment issues in mathematics education. The book's 16 chapters focus on clarifying and articulating the goals of assessment and instruction. They are…

Two perspectives that frame the aspects of the debate on assessment issues are analyzed. The "count-everybody" perspective calls for national standards over which all students would be tested. The "everybody-counts" perspective favors assessments that are developed from multiple perspectives. (MDH)

Describes how a researcher used student cooperative-learning teams to contribute test items. Discusses the questions generated by students and concludes that teachers have the flexibility to encourage students to generate and solve their own problems. Also concludes that students have the opportunity to be creative and formulate and pose questions…

Compared was the content of what is taught and what is tested in a high school calculus course. Results showed differences in content coverage across teachers and differences in the overlap between content taught and content tested. Methodological issues in the investigation of teacher grading practices are discussed. (CW)

Presented is a parent's viewpoint that criticizes assessment methods that diminish appreciation for diverse ways of knowing, discourage discovery and project-based learning, diminish the natural problem-solving aspects of play, and perpetuate the single right answer form of assessment. Assessment that values the child, includes all interested…

Described is the Delaware Elementary Mathematics League; a state mathematics competition for grades 4-6. Included are specific sample test items and a discussion of how they can nurture the development of problem-solving skills. Sample tests are also discussed. (CW)

Presented are a rationale and sample techniques for the implementation and continued use of alternative school mathematics evaluation programs that are in alignment with the proposed curriculum standards of the National Council of Teachers of Mathematics. Emphasis is directed toward holistic scoring techniques including calculator/computer…

Presents a drill-and-review process in which students take daily quizzes and then correct each other's work on a daily basis. Provides a daily quiz sheet and an example implementing the process for the concept of fractions. (MDH)

Argues that teachers should be encouraged to use not just pencil-and-paper tests but also observations, interviews, and even students' journals to gather information on which to base their evaluations. (PK)

Long-documented gaps between male and female performance on tests of spatial mathematics ability are discussed. Possible explanations are offered, and suggestions are put forth for cultivating spatial relationships ability in girls through sports and other activities. (PB)