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:
- Standardized tests do not evaluate a broad problem-solving curriculum.
- Closed-response tests do not themselves give us an adequate picture of
- Limited time for completion should not be a factor in assessment.
- 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
- Standardized tests are unacceptable as the sole means of identifying
Chapter 1 participants and evaluating their progress.
- Grading can be detrimental to student willingness to learn and should be
replaced with other ways to report progress.
- Assessment should provide opportunities for learning.
- Mathematics curriculum and assessment should often be integrated with other
- The place of technology in assessment will change and grow.
- New methods of record-keeping will need to be created to support both
teacher and student efforts.
- The cost of assessment should become part of the cost of curriculum
Copyright © North Central Regional Educational Laboratory. All rights reserved.
Disclaimer and copyright information.