Mathematics Teacher Learning and Teaching PK-12 · 2001 · 44 citations · 4 references
EducationEducational AssessmentMathematics EducationClassroom AssessmentPortfolio AssessmentSummative AssessmentAlternative AssessmentClassroom Assessment PracticesConceptual Understanding AssessmentPerformance-based AssessmentStudent AssessmentAssessment Of Mathematics LearningMathematical Conceptual UnderstandingOpen-ended ItemsPerformance-based Assessment In Mathematics
Awide array of alternatives to traditional quiz-and-test assessment of students' mathematical understanding has been proposed in the last decade (e.g., Stenmark [1991]; NCTM [1995]; Greer et al. [1999]). Adding open-ended problems, performance tasks, writing assignments, and portfolios to teachers' assessment repertoires is important, these documents argue, because “assembling evidence from a variety of sources is more likely to yield an accurate picture of what each student knows and is able to do” (NCTM 2000, p. 24).
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