Items in cart [1] Questions? Call 888-624-8373

PAPERBACK list:$10.95 Web:$9.86 add to cart PDF BOOK your price: $8.50 add to cart Rights & Permissions Free Resources PDF EXECUTIVE SUMMARY Display this book on your site! Related Titles Systems for State Science Assessment How Students Learn: History, Mathematics, and Science in the Classroom Other Related Titles Measuring Up: Prototypes for Mathematics Assessment (1993) Mathematical Sciences Education Board (MSEB) Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Page 19   E-mail  Facebook  Digg  Stumble  Twitter More The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. certain ideas from algebra and discrete mathematics are indeed appropriate in the lower grades. The third, proof, appears in several of the tasks. Even in fourth grade, children should be given opportunities to formulate simple but convincing arguments. Statements that begin like these: Johann could not possibly have gotten a 6 because. … There are exactly eight different three-block towers that can be made from two colors because. … You can't make a hexaright with an area of 36 cm2 and a perimeter of 24 cm because. … can be completed in ways that amount to informal proofs. The Future Where do we go from here? These prototypes reveal just one aspect of the unfolding picture of reform in mathematics assessment. Both the NCTM and the MSEB are currently engaged in further efforts to promote standards-based assessment. NCTM is preparing assessment standards to complement earlier standards for curriculum and instruction. MSEB, in a parallel effort, is examining measurement and policy issues involved in various forms of assessment. In addition, advances in mathematics assessment are being made in many states across the nation. The messages conveyed by the prototypes in Measuring Up are consonant with the national goal of standards-based educational reform. In no way, however, do these prototypes provide definitive answers to the very deep and difficult issues surrounding assessment in mathematics education. The goal of Measuring Up is more modest: to further reform by providing rich examples that can be discussed and debated, refined, and improved. Through these prototypes we can glimpse the future of assessment in America. Page 19 Front Matter (R1-R10) Introduction (1-3) The Challenge (4-4) The Criteria (5-6) The Caveats (7-7) The Audience (8-8) The Prototypes (9-11) The Tryouts (12-12) The Format (13-13) The Protorubrics (14-15) The Standards (16-18) The Future (19-20) The Prototypes (21-22) Mystery Graphs (23-30) The Checkers Tournament (31-42) Bridges (43-52) Hexarights (53-64) Bowl-A-Fact (65-74) Point of View (75-84) The Quilt Designer (85-94) How Many Buttons? (95-100) The Taxman (101-114) Lightning Strikes Again (115-124) Comparing Grizzly Bears and Black Bears (125-132) The Towers Problem (133-140) The Hog Game (141-156) Resources (157-160) Mathematical Sciences Education Board (161-164) Credits (165-166)

Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 19
Measuring Up: Prototypes for Mathematics Assessment certain ideas from algebra and discrete mathematics are indeed appropriate in the lower grades. The third, proof, appears in several of the tasks. Even in fourth grade, children should be given opportunities to formulate simple but convincing arguments. Statements that begin like these: Johann could not possibly have gotten a 6 because. … There are exactly eight different three-block towers that can be made from two colors because. … You can't make a hexaright with an area of 36 cm2 and a perimeter of 24 cm because. … can be completed in ways that amount to informal proofs. The Future Where do we go from here? These prototypes reveal just one aspect of the unfolding picture of reform in mathematics assessment. Both the NCTM and the MSEB are currently engaged in further efforts to promote standards-based assessment. NCTM is preparing assessment standards to complement earlier standards for curriculum and instruction. MSEB, in a parallel effort, is examining measurement and policy issues involved in various forms of assessment. In addition, advances in mathematics assessment are being made in many states across the nation. The messages conveyed by the prototypes in Measuring Up are consonant with the national goal of standards-based educational reform. In no way, however, do these prototypes provide definitive answers to the very deep and difficult issues surrounding assessment in mathematics education. The goal of Measuring Up is more modest: to further reform by providing rich examples that can be discussed and debated, refined, and improved. Through these prototypes we can glimpse the future of assessment in America.

OCR for page 20
Measuring Up: Prototypes for Mathematics Assessment This page in the original is blank.

Representative terms from entire chapter:

issues involved