Keeping Score (1999) / Chapter Skim
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Chapter 1: Introduction
Chapter 1: Introduction
Pages 1-9
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The implications of these issues for task development and assessment design, classroom practice, and assessment policy will be discussed here. Task designers should be able to draw upon the ideas presented here in creating balanced and equitable assessments for all students.
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It does not necessarily matter what or whose standards are chosen, but in our view what is important is that the selected standards promote a broad and balanced approach to learning mathematics, where conceptual understanding and mathematical skills are both emphasized. Standards will be more likely to have a positive effect on mathematics learning if assessment, curriculum, and instruction are aligned with them (Webb, 1997~.
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On a standards-based assessment, then, it is possible for all students to meet the standard. Norm-referenced tests report how a student or group of students compare to the "norm." In contrast, standards-based assessments are criterion-referen~cecl, in the sense that test designers set an absolute level of performance and report whether a student has met that level.
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From page 4... ...
Standards-based assessments need to be designed to assess a much broader range of mathematics than has traditionally been assessed. If assessment is to drive a renewed approach to teaching and learning, it needs to incorporate a broad and significant range of mathematics to provide all students with the opportunities to solve a variety of worthwhile problems, reason mathematically, understand concepts, develop technical skills, make connections among mathematical ideas, and communicate about mathematics (NCTM, 1995, p.
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From page 5... ...
In traditional tests, student products usually conform to a single type: the selection of a correct response from among a number of choices. In contrast, in much broader and balanced standards-based assessments, students are asked to construct the correct responses to some tasks and to select the correct response to others.
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From page 6... ...
For example, non-overlapping ranges of aggregated scores can be designated as exceeds the star~dard, meets the standard, nearly meets the starboard, or far below the standard. Such score classification is based on professional judgments, tasks, rubrics, and score distributions, and so is arrived at by a process that includes judgmental, standardsreferenced, and normative elements.
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From page 7... ...
For example, the New York Times recently carried this report: The Bronx Division of High Schools asked Kaplan to train its teachers to help students tackle the state's new English Regents exam, which is being introduced in June and will become a condition for graduation next year. (Hartocollis, 1999, p.
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From page 8... ...
It also describes how the theory and practice of assessment development have reached new understandings of the interactions between students and assessment tasks, so that when seemingly good tasks fail to produce good results in field trials and the source of the failure is extraneous to the mathematics, the task may often be revised in ways that maintain the important mathematical ideas that the task was intended to assess. When students' performances on assessment tasks are scored, the results lead to inferences about what they do or do not know.
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From page 9... ...
Black and Wiliam urge those interested in raising standards to open up the black box of the classroom. They argue persuasively for the efficacy of formative assessment in raising standards.
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