Assessment of Authentic Performance in School Mathematics

By Richard Lesh; Susan J. Lamon | Go to book overview

Index

A
Abstract concepts. See also Proportional reasoning.
in experiential learning model, 197
in mathematical models, 54, 197
premature introduction of, 195-196
transition to, 236-237
Accountability
resources expended on, 346
secrecy and, 185-186, 428-430
Affect
assessing, 85-86, 259, 287
role of, in mathematical understanding, 269-270
Algorithms, 219
American Association for the Advancement of Science, 363, 395
on nature of real mathematics, 24
Arithmetic
assessing understanding of, 265-266
elements of understanding in, 266, 269-270
knowledge structures in, 266-268
mathematical models in, 27-30, 352
Assessment. See also Assessment reports;
Classroom assessment;
Testing; Tests
balance beam tasks in, 302-310
balanced, principles of designing, 122- 124, 181-182
California Assessment Program, 104, 156, 323
central limit theorem in, 181
cognitive models in, 11-12, 21-22, 31, 63- -64, 67-71, 82-86, 327
computers in, 6, 71, 89-91, 100-104, 344, 347-349, 348-349, 356-357, 373-375
content-specific framework for, 86-87, 162
cost issues, 180, 183-184, 187-188, 346
creative challenges in, 123
curriculum reform and, 121-122, 177-179, 183, 189-192, 340-341, 435
defining, 7
elements of, 120, 125-127, 326-328
fairness issues, 186-187, 398, 404-406, 427
research project on, 409-410, 415-419
goals of, 4-6, 65-66, 67, 82
in model-eliciting instruction, 31, 57-58, 327-328
multiple choice questions and, 322-323, 430-435
National Council of Teachers of Mathematics standards, 33
of affective components, 85-86
of arithmetical understanding, 265-266, 270
of extended tasks, 120, 145-146, 150-151, 154-155, 161-162, 163-164, 167, 170-171, 173-175
of geometry inquiry skills, 91-93, 111-114
of higher-order skills, 119-120, 219, 287, 311
of individual understanding
via probes, 272-273
via standard test, 270-272, 310
via structured interview, 273-280, 287
of individuals in groups, 163-166
of learning vs. understanding, 76-82, 433
of multiple levels of response, 339-341
of multiplication understanding, 273-277
of proof strategies, 135-136
of student generalizing ability, 94-101, 137-142
of student representations, 249-250, 261-263
case examples, 250-252, 258-260
of teachers, 406-407, 420-421
packages, 124, 179-180, 188-189
pilot testing, 180, 181
political issues in, 177, 185-186, 363
portfolio-based, 5, 413
progress-focused documentation, 407-408, 421
public policy in, 177, 433
reform, objectives of, 3, 9-11, 19, 21, 64-65, 319-326, 398
reliability concepts in, 180, 183
scoring considerations in design of, 124
short mathematical tasks in, 127-140
standardized vs. alternatives, 379-398
state-focused documentation, 407
technology in, research project, 408-415
Assessment reports. See also Learning progress maps
applicability of computers to, 348-349

-439-

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