References

Arcavi, A., Kessel, C., Meira, L., & Smith, J. (1998). Teaching mathematical problem solving: A microanalysis of an emergent classroom community. In A. Schoenfeld, E. Dubinsky, & J. Kaput (Eds.), Research in Collegiate Mathematics Education III (pp. 1-70). Providence, RI: American Mathematical Society.


Beck, P. (1998). Alignment analysis: Assessment to standards. Unpublished manuscript.

Bell, A. (1993). Some experiments in diagnostic teaching. Educational Studies in Mathematics, 24, 115-137.

Bell, A. W., Swan, M., Onslow, B., Pratt, K., & Purdy, D. (1985). Diagnostic teaching: Teaching for long term learning. Report of ESRC Project HR 8491 / 1, Nottingham, UK: University of Nottingham, Shell Centre for Mathematical Education.

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148.

Bond, L. (1995). Unintended consequences of performance assessment: Issues of bias and fairness. Educational Measurement: Issues and Practice, 14(4), 21-24.

Borasi, R. (1996). Reconceiving mathematics instruction: A focus on errors. Norwood, NJ: Ablex.


Close, G. (1996). Developing criterion-referenced, open-response, national test items. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, San Diego, CA.

Cobb, P., & Lampert, M. (1998). Communication. White paper prepared for the National Council of Teachers of Mathematics. Reston, VA.



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Keeping Score: Assessment in Practice References Arcavi, A., Kessel, C., Meira, L., & Smith, J. (1998). Teaching mathematical problem solving: A microanalysis of an emergent classroom community. In A. Schoenfeld, E. Dubinsky, & J. Kaput (Eds.), Research in Collegiate Mathematics Education III (pp. 1-70). Providence, RI: American Mathematical Society. Beck, P. (1998). Alignment analysis: Assessment to standards. Unpublished manuscript. Bell, A. (1993). Some experiments in diagnostic teaching. Educational Studies in Mathematics, 24, 115-137. Bell, A. W., Swan, M., Onslow, B., Pratt, K., & Purdy, D. (1985). Diagnostic teaching: Teaching for long term learning. Report of ESRC Project HR 8491 / 1, Nottingham, UK: University of Nottingham, Shell Centre for Mathematical Education. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139-148. Bond, L. (1995). Unintended consequences of performance assessment: Issues of bias and fairness. Educational Measurement: Issues and Practice, 14(4), 21-24. Borasi, R. (1996). Reconceiving mathematics instruction: A focus on errors. Norwood, NJ: Ablex. Close, G. (1996). Developing criterion-referenced, open-response, national test items. Paper presented at the annual meeting of the National Council of Teachers of Mathematics, San Diego, CA. Cobb, P., & Lampert, M. (1998). Communication. White paper prepared for the National Council of Teachers of Mathematics. Reston, VA.

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Keeping Score: Assessment in Practice Doyle, W. (1988). Work in mathematics classes: The context of students' thinking during instruction. Educational Psychologist, 23, 167-180. Floden, R.E. (1996). Teachers' choices about content: The Standards in use. Unpublished paper prepared for November 1996 symposium sponsored by the Board on International Comparative Studies in Education of the National Research Council. Washington, DC. Graeber, A.O., & Campbell, P.F. (1993). Misconceptions about multiplication and division. Arithmetic Teacher, 39, 408-411. Greeno, J., & Hall, R. (1997). Practicing Representation: Learning with and about representational forms. Phi Delta Kappan, 78, 361-367. Hartocollis, A. (1999, April 8). In Bronx, Regents coaching is extended to teachers, too . New York Times, pp. B1, B3. Heid, M.K. (1988). Resequencing skills and concepts in applied calculus using the computer as a tool. Journal for Research in Mathematics Education, 19(1), 3-25. Henningsen, M. & Stein, M.K. (1996). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Hiebert, J. (1999). Relationships between research and the NCTM Standards. Journal for Research in Mathematics Education, 30(1), 3-19. Hiebert, J. & Carpenter, T. (1992). Learning and teaching with understanding. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning, (p. 65-97). New York: Macmillan. Hiebert, J. & Wearne, D. (1996). Instruction, understanding and skill in multidigit addition and subtraction. Cognition and Instruction, 14(3), 251-283. Jakwerth, P.R., Stancavage, F.B., & Reed, E.D. (1999). An investigation of why students do not respond to questions. Report commissioned by the NAEP Validity Studies (NVS) Panel. Palo Alto, CA: American Institutes for Research. Learning First Alliance. (1998). Every child mathematically proficient: An action plan. Washington, DC: Author. Lesh, R., Lamon, S.J., Lester, F., & Behr, M. (1992). Future directions for mathematics assessment. In R. Lesh & S. J. Lamon (Eds.), Assessment of authentic performance in school mathematics (pp. 379-425). Washington, DC: American Association for the Advancement of Science. Linn, R. (1994). Performance assessment: Policy promises and technical measurement standards. Educational Researcher, 23(9), 4-14. Massell, D., Kirst, M., & Hoppe, M. (1997). Persistence and change: Standards-based reform in nine states. Brunswick, NJ: Consortium for Policy Research in Education. National Assessment Governing Board. (1995). Mathematics framework for the 1996 National Assessment of Educational Progress. Washington, DC: Author.

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Keeping Score: Assessment in Practice Porter, A.C., Kirst, M.W., Osthoff, E.J., Smithson, J.L., & Schneider, S.A. (1993). Reform up close: A classroom analysis. Final report to the NSF on Grant No. SPA-8953446 to the Consortium for Policy Research in Education. Madison, WI: Wisconsin Center for Education Research. Resnick, L., & Nolan, K.J. (1995). From aptitude to effort: A new foundation for our schools. Daedalus, 124(4), 55-52. Romberg, T.A., Zarinnia, E.A., & Williams, S.R. (1990). Mandated school mathematics testing in the United States: A survey of state mathematical supervisors. Madison, WI: National Center for Research in Mathematical Sciences Education. Schmidt, W.H., & Cogan, L.S. (1999). The rest of the story: Putting the U.S. twelfth grade TIMSS mathematics achievement results in perspective. Focus on Calculus: A Newsletter for the Calculus Consortium Based at Harvard University, No. 16, 6-8. Schmidt, W.H., McKnight, C.C., & Raizen, S.A. (1997). A splintered vision: An investigation of U.S. science and mathematics education . Dordrecht, The Netherlands: Kluwer. Schmidt, W.H., McKnight, C.C., Valverde, G.A., Houang, R.T., & Wiley, D.E. (1997). Many visions, many aims: A cross-national investigation of curricular intentions in mathematics. Dordrecht, The Netherlands: Kluwer. Schoen, H.L., & Ziebarth, S.W. (1998). Assessment of students' mathematical performance (A Core-Plus Mathematics Project Field Test Progress Report). Iowa City, IA: Core-Plus Mathematics Project Evaluation Site, University of Iowa. Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press. Schoenfeld, A. H. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 189-215). Hillsdale, NJ: Lawrence Erlbaum Associates. Schoenfeld, A.H. (1988). When good teaching leads to bad results: The disasters of ''well taught" mathematics classes. Educational Psychologist, 23, 145-166. Schoenfeld, A.H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20, 338-355. Schoenfeld, A.H., Burkhardt, H., Daro, P., & Stanley, R. (1993). A framework for balance. Unpublished manuscript, Balanced Assessment & New Standards projects. Schoenfeld, A., Burkhardt, H., Schwartz, J., & Wilcox, S.J. (1999), Balanced assessment for the mathematics curriculum (8 packages). Menlo Park, CA: Dale Seymour Publications.

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Keeping Score: Assessment in Practice Shannon, A., & Zawojewski, J. (1995). Mathematics performance assessment: A new game for students. Mathematics Teacher, 88(9), 752-757. Shavelson, R.J., & Baxter, G.P. (1992). What we've learned about assessing hands-on science. Educational Leadership, 49(8), 21-25. Shavelson, R.J., Gao, X., & Baxter, G.R. (1993). Sampling variability of performance assessments (CSE Tech. Rep. No. 361). Santa Barbara, CA: National Center for Research in Evaluation, Standards and Student Testing. Shavelson, R.J., Webb, N.M., & Rowley, G. (1989). Generalizability theory. American Psychologist, 44, 922-932. Stein, M.K., & Lane, S. (1996). Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2(1), 50-80. Stigler, J., & Hiebert, J. (1997). Understanding and improving classroom mathematics instruction: An overview of the TIMMS Video Study. Phi Delta Kappan, 79(1), 14-21. Webb, N. (1997). Criteria for alignment of expectations and assessments in mathematics and science. Madison, WI: National Institute for Science Education and Council of Chief State School Officers. Wilson, J.W., Fernandez, M.L., & Hadaway, N. (1993). Mathematical problem solving. In Wilson, P.S. (ed.), Research ideas for the classroom: High school mathematics. New York: Macmillan. Zucker, A.A., & Esty, E.T. (1993). Promoting discourse in mathematics classrooms using a new video series for middle schools. Paper presented as part of a symposium entitled "The Potential of Video-Based Materials to Promote Classroom Discourse in Mathematics," at the annual meeting of the American Educational Research Association, Atlanta, GA.