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Evaluation of the Voluntary National Tests, Year 2
In his 1997 State of the Union address, President Clinton announced a federal initiative to develop tests of 4th-grade reading and 8th-grade mathematics that could be administered on a voluntary basis by states and school districts beginning in spring 1999. The principal purpose of the Voluntary National Tests (VNT) is to provide parents and teachers with systematic and reliable information about the verbal and quantitative skills that students have achieved at two key points in their educational careers. The U.S. Department of Education anticipated that this information would serve as a catalyst for continued school improvement, by focusing parental and community attention on achievement and by providing an additional tool to hold school systems accountable for their students' performance in relation to nationwide standards.
Shortly after initial development work on the VNT, Congress transferred responsibility for VNT policies, direction, and guidelines from the department to the National Assessment Governing Board (NAGB, the governing body for the National Assessment of Educational Progress). Test development activities were to continue, but Congress prohibited pilot and field testing and operational use of the VNT pending further consideration. At the same time, Congress called on the National Research Council (NRC) to assess the VNT development activities. Since the evaluation began, the NRC has issued three reports on VNT development: an interim and final report on the first year's work and an interim report earlier on this second year's work. This final report includes the findings and recommendations from the interim report, modified by new information and analysis, and presents our overall conclusions and recommendations regarding the VNT.
eBook
Response to Intervention in Math
Response to Intervention (RTI) is a relatively new system for assessment and instruction that has promising potential for teaching mathematics. This book presents a discussion about RTI in mathematics and offers guidelines for teachers responsible for the planning, designing, and delivering of mathematics instructional programmes that reach all students. Each chapter begins with a brief description of how RTI can be implemented in various areas of maths and presents multiple examples of RTI procedures that are illustrated by various case studies. Guidelines in each chapter address common concerns and provide suggestions for multiple interventions related to the specific maths areas. The authors explain the need for effective interventions and include: - The types of interventions that are appropriate within an RTI system for mathematics - Intervention examples in the context of small group instruction - A call for increased research
eBook
Lessons Learned: What International Assessments Tell Us about Math Achievement
This book is a collection of papers on math achievement ... Topics are wide ranging. From a historical perspective, some authors examine what the international community has learned from four decades of international assessments and the differences between various international testing regimes. Others examine mathematics curricula: how the U.S. mathematics curriculum compares overseas, what have been curriculum reforms here, and how algebra is taught in the United States and abroad. Other authors examine student achievement: whether the relationship between achievement and school size holds up internationally, what is the link between technology and math achievement, and how student and classroom level factors over time relate to achievement. (DIPF/Orig.).
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Reform in school mathematics and authentic assessment
This volume is concerned with the alignment between the way the mathematical performance of students is assessed and the reform agenda in school mathematics. The chapters in this book have been prepared to raise a set of issues that scholars are addressing during this period of transition from traditional schooling practices toward the reform vision of school mathematics. Chapters are: (1) \"Issues Related to the Development of an Authentic Assessment System for School Mathematics\" (T. A. Romberg and L. D. Wilson), (2) \"A Framework for Authentic Assessment in Mathematics\" (S. P. Lajoie), (3) \"Sources of Assessment Information for Instructional Guidance in Mathematics\" (E. A. Silver and P. A. Kenney), (4) \"Assessment: No Change without Problems\" (J. De Lange), (5) \"The Invalidity of Standardized Testing for Measuring Mathematics Achievement\" (R. E. Stake), (6) \"Assessment Nets: An Alternative Approach to Assessment in Mathematics Achievement\" (M. Wilson), and (7) \"Connecting Visions of Authentic Assessment to the Realities of Educational Practice (M. E. Graue). Subject and author indexes are provided, and references are listed with each chapter. (MKR)
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Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992
Examines trends in the mathematics scores of different racial-ethnic groups over time and analyzes how changes in family, school, and schooling measures help explain changes in the test score gaps. Although there were few positive changes between schools, the within-school experiences of black and Latino students changed for the better compared with white students when measured by student self-reported academic track placement.
eBook
Measuring up : prototypes for mathematics assessment
Glimpse the future of mathematics assessment in Measuring Up This book features 13 classroom exercises for fourth grade students that demonstrate the dramatic meaning of inquiry, performance, communication, and problem solving as standards for mathematics education.Policymakers, education leaders, classroom teachers, university-based educators, and parents can learn from the use of these genuine mathematics problems to challenge and prepare students for the future.single copy, $10.95; 2-9 copies, $8.50 each; 10 or more copies, $6.95 each (no other discounts apply)
eBook
Evaluation of the Voluntary National Tests
In his 1997 State of the Union address, President Clinton announced a federal initiative to develop tests of 4th-grade reading and 8th-grade mathematics that would provide reliable information about student performance at two key points in their educational careers. According to the U.S. Department of Education, the Voluntary National Tests (VNT) would create a catalyst for continued school improvement by focusing parental and community-wide attention on achievement and would become new tools to hold school systems accountable for their students' performance. The National Assessment Governing Board (NAGB) has responsibility for development of the VNT. Congress recognized that a testing program of the scale and magnitude of the VNT initiative raises many important technical questions and requires quality control throughout development and implementation. In P.L. 105-78, Congress called on the National Research Council (NRC) to evaluate a series of technical issues pertaining to the validity of test items, the validity of proposed links between the VNT and the National Assessment of Educational Progress (NAEP), plans for the accommodation and inclusion of students with disabilities and English-language learners, plans for reporting test information to parents and the public, and potential uses of the tests. This report covers phase 1 of the evaluation (November 1997-July 1998) and focuses on three principal issues: test specifications and frameworks; preliminary evidence of the quality of test items; and plans for the pilot and field test studies, for inclusion and accommodation, and for reporting VNT results.
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The Minimum Core for Numeracy
An essential self assessment book to support trainee teachers in acquiring the minimum core for numeracy in the lifelong learning sector.
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