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Assessment of Authentic Performance in School Mathematics
Richard A. Lesh
出版
AAAS Press
, 1992
主題
Education / Schools / Levels / Elementary
Education / Teaching / Subjects / Mathematics
Mathematics / General
ISBN
0871685000
9780871685001
URL
http://books.google.com.hk/books?id=psfaAAAAMAAJ&hl=&source=gbs_api
註釋
This book grew out of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Science Education that focused on assessment issues in mathematics education. The book's 16 chapters focus on clarifying and articulating the goals of assessment and instruction. They are divided into five parts. Part I Assessment Objectives, contains the following chapters: (1) Trends, Goals, and Priorities in Mathematics Assessment (Richard Lesh and Susan Lamon); (2) Assessing Authentic Mathematical Performance (Richard Lesh and Susan Lamon); (3) Toward an Assessment Framework for School Mathematics (Gerald Goldin); and (4) Research and Classroom Assessment of Students' Verifying, Conjecturing, and Generalizing in Geometry (Daniel Chazan and Michal Yerushalmy). Chapters in part II, New Items and Assessment Procedures, are: (5) Balanced Assessment of Mathematical Performance (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (6) Assessment of Extended Tasks (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (7) Moving the System: The Contributions of Assessment (Alan Bell, Hugh Burkhardt, and Malcolm Swan); (8) Assessing Mathematical Skills, Understanding, and Thinking (Jan de Lange); and (9) Thinking Strategies in Mathematics Instruction: How Is It Possible? (Leen Streefland). Part III, New Perspectives on Classroom-based Assessment, contains chapters (10), A Teacher's Struggle to Assess Student Cognitive Growth (Carolyn Maher, Robert Davis, and Alice Alston), and (11), Assessing Understanding of Arithmetic (Herbert Ginsburg, Luz Lopez, Swapna Mukhopadhyay, Takashi Yamamoto, Megan Willis, and Mary Kelly). Chapters in part IV, New Types of Scoring and Reporting, are: (12) Toward a Test Theory for Assessing Student Understanding (Robert Mislevy, Kentaro Yamamoto, and Steven Anacker); (13) Interpreting Responses to Problems with Several Levels and Types of Correct Answers (Susan Lamon and Richard Lesh); and (14) Using Learning Progress Maps to Improve Educational Decision Making (Richard Lesh, Susan Lamon, Brian Gong, and Thomas Post). Part V on difficulties, opportunities, and future directions in assessment contains chapters (15), Future Directions for Mathematics Assessment (Richard Lesh, Susan Lamon, Frank Lester, and Merlyn Behr), and (16), The Intellectual Prices of Secrecy in Mathematics Assessment (Judah Schwartz). (MDH)
