Testing and Assessment Programs That Are Not Coordinated With the Instructional Aims and Curricular Goals

As described in the resource Assessment Alternatives in Mathematics , a booklet from the California Mathematics Council and the EQUALS Project, there are many important issues about assessment. Below is list of some statements or positions to stimulate discussion related to the coordination between assessment programs and curricular/instructional goals:

1. Standardized tests do not evaluate a broad problem-solving curriculum.

2. Closed-response tests do not themselves give us an adequate picture of student capability.

3. Limited time for completion should not be a factor in assessment.

4. Assessment of all students should allow for their unique modes of learning and should feature their accomplishments rather than their failures, with special attention to students with special needs, such as Special Education students, those who do not speak or read English, or those who speak nonstandard English.

5. Standardized tests are unacceptable as the sole means of identifying Chapter 1 participants and evaluating their progress.

6. Grading can be detrimental to student willingness to learn and should be replaced with other ways to report progress.

7. Assessment should provide opportunities for learning.

8. Mathematics curriculum and assessment should often be integrated with other subject areas.

9. The place of technology in assessment will change and grow.

10. New methods of record-keeping will need to be created to support both teacher and student efforts.

11. The cost of assessment should become part of the cost of curriculum implementation.

References