College of Human Resources and Education at Virginia Tech http://www.chre.vt.edu/~/frykholm/97_98/4234/notes1.html c:\doc\web\97\08\object.txt Objectives of reform-based assessment * Provide useful information about students' understanding and skills * Help teachers promote students' mathematical abilities and understanding * measure what students know -- not what they do not know * Provide information for... - students: to know themselves as learners of mathematics - teachers: to make informed decisions about instruction - parents: to obtain information about their children's mathematical competencies - administrators: to become informed about the effectiveness of math programs - interested public: to learn about reforms in mathematics education --------------------------------------------------------------------------- Characteristics of alternative assessment Authentic assessments... * resemble real learning tasks * reveal more than just what students can recall * ask students to perform, create, and produce * involve tasks that require problem solving or higher-order thinking * include tasks that are contextualized * include tasks that vary in length, perhaps requiring days to complete * often require scoring rubrics or scoring guides for evaluation of outcomes --------------------------------------------------------------------------- Criteria for Authentic Assessment Tasks Essential vs. Tangential * fits into the core of the curriculum * representative of "big" ideas Accessible vs. Inaccessible * all students should be able to start and progress on task * should allow for differing approaches and multiple entry points * presented in a multiple of formats * excessive language should be avoided Authentic vs. Contrived * uses processes appropriate to the discipline * emerges from authentic contexts * students see the value of the question and anticipated outcome Rich vs. Superficial * elicits significant mathematics * leads to other problems and mathematical concepts * should require the integration of mathematical ideas Engaging vs. Uninteresting * thought provoking * fosters persistence * to should encourage students make decisions Active vs. Passive * the student becomes the worker and decision maker * students interact with each other * students construct meaning Focused vs. Distracting * clearly defined goals for the task * wording points toward the central task * the task should be manageable Feasible vs. Infeasible * the task can be done within a reasonable amount of time * developmentally appropriate for students * safe Equitable vs. Inequitable * the task develops thinking in a variety of styles * contributes to positive attitudes * is accessible to students of varying backgrounds, abilities and cultures * not gender or culturally-biased Open vs. Closed * the task has more than one right answer * multiple avenues of approach