19  

Mathematics, Insight and Meaning: Teaching, Learning and Testing of Mathematics for the Life and Social Sciences, 207.

20  

Oregon Department of Education, Student Directions: Guide to Completing the Problem (Salem, OR: Author, 1991).

21  

Douglas B. McLeod, "Research on Affect in Mathematics Education: A Reconceptualization," in Douglas A. Grouws, ed., Handbook of Research on Mathematics Teaching and Learning (New York, NY: Macmillan, 1992), 578.

22  

Marilyn Rindfuss, ed., "Mr. Clay's Orange Orchard," Mathematics Performance Assessment, Form I, Integrated Assessment System Mathematics Performance Assessment Tasks (San Antonio, TX: The Psychological Corporation, 1991).

23  

Moshe Zeidner, "Essay Versus Multiple-Choice Type Classroom Exams: The Student's Perspective," Journal of Educational Research 80:6 (1987), 352-358.

24  

National Research Council, Mathematical Sciences Education Board, Measuring Up: Prototypes for Mathematics Assessment (Washington, D.C.: National Academy Press, 1993), 11.

25  

The College Board, Pacesetter: An Integrated Program of Standards, Teaching, and Assessment (New York, NY: Author, 1992).

26  

Edward A. Silver, "Assessment and Mathematics Education Reform in the United States," International Journal of Educational Research 17:5 (1992), 497.

27  

Looking Beyond 'The Answer'.

28  

Daniel Koretz et al., The Reliability of Scores from the 1992 Vermont Portfolio Assessment Program, CSE Technical Report 355 (Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing, 1993).

29  

Pamela A. Moss et al., "Portfolios, Accountability, and an Interpretive Approach to Validity," Educational Measurement: Issues and Practice 11:3 (1992), 12-21.

30  

31. Adapted from A. England, A. Kitchen, and J. S. Williams, Mathematics in Action at Alton Towers (Manchester, England: University of Manchester, Mechanics in Action Project, 1989).

31  

"Sources of Assessment Information for Instructional Guidance in Mathematics.''

32  

Sunburst/Wings for Learning, Learner Profile (Pleasantville, New York: Author, 1993).

33  

In a sense this relates to the notion of generalizability, the extent to which inferences about performance on a totality of tasks can be inferred from performance on a subset. In the relatively informal milieu of internal assessment, of course, it is fairly easy for teachers to supplement an assessment with additional tasks if they are not convinced that they have sufficient data from which to make judgments. Nonetheless, the effectiveness of internal assessment is heavily dependent on the teacher's skill and acumen in task selection.



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