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
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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
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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