|go beyond testing (for screening) to assessment (for informed decision making);|
|go beyond a few discrete assessment events to the seamless integration of instruction and assessment;|
|go beyond behavioral objectives to cognitive objectives;|
|go beyond multiple choice tests to realistic tasks;|
|go beyond right answers to reasoned answers;|
|go beyond one-number scores to multi-dimensional profiles; and|
|go beyond report cards to learning progress maps.|
Mathematical Sciences Education Board. ( 1990). "Reshaping school mathematics. A philosophy and framework for curriculum". National Research Council. Washington, DC: National Academy Press.
National Council of Teachers of Mathematics. ( 1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
National Council of Teachers of Mathematics. ( 1989). "Setting a research agenda for mathematics education". Reston, VA: NCTM.
Romberg, T.A., Zarinnia, E.A., and Williams, S. ( 1989). The influence of mandated testing on mathematics instruction: Grade 8 teachers' perceptions. Madison, WI: University of Wisconsin-Madison, National Center for Research in Mathematical Science Education.
Schwartz, J.L., and Viator, K.A. ( 1990). The prices of secrecy: The social, intellectual, and psychological costs of current assessment practice. Cambridge, MA: Educational Technology Center, Harvard Graduate School of Education.