LEADER 00862cam0 2200277 450 001 E600200008453 005 20210901083702.0 100 $a20050125d1973 |||||ita|0103 ba 101 $aeng 102 $aGB 200 1 $aTennyson$fed.D.J.Palmer 210 $aLondon$cG.Bell & Sons$d1973 215 $aXVI, 280 p.$d22 cm. 225 2 $aWriters and their Background 300 $adono Corrado 410 1$1001LAEC00018731$12001 $a*Writers and their Background 702 1$aPalmer, D.J.$3A600200029679$4070 801 0$aIT$bUNISOB$c20210901$gRICA 850 $aUNISOB 852 $aUNISOB$j820$m112138 912 $aE600200008453 940 $aM 102 Monografia moderna SBN 941 $aM 957 $a820$b002567$gSi$d112138$rdono Corrado$1pomicino$2UNISOB$3UNISOB$420050125112836.0$520150605080417.0$6Alfano 996 $aTennyson$91579461 997 $aUNISOB LEADER 06318nam 2200685 a 450 001 9910970783703321 005 20251116140451.0 010 $a9786610195930 010 $a9781280195938 010 $a1280195932 010 $a9780309586030 010 $a0309586038 010 $a9780585020969 010 $a0585020965 035 $a(CKB)110986584751362 035 $a(OCoLC)42328805 035 $a(CaPaEBR)ebrary10055050 035 $a(SSID)ssj0000200028 035 $a(PQKBManifestationID)11173085 035 $a(PQKBTitleCode)TC0000200028 035 $a(PQKBWorkID)10197320 035 $a(PQKB)11283671 035 $a(MiAaPQ)EBC3376056 035 $a(Au-PeEL)EBL3376056 035 $a(CaPaEBR)ebr10055050 035 $a(OCoLC)923260630 035 $a(Perlego)4738313 035 $a(BIP)1013460 035 $a(EXLCZ)99110986584751362 100 $a19931119d1993 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMeasuring what counts $ea conceptual guide for mathematics assessment /$fMathematical Sciences Education Board, National Research Council 205 $a1st ed. 210 $aWashington, DC $cNational Academy Press$d1993 215 $a1 online resource (239 p.) 300 $aBoard chairman: Hyman Bass. 311 08$a9780309049818 311 08$a0309049814 320 $aIncludes bibliographical references. 327 $aMEASURING WHAT COUNTS -- Copyright -- Contents -- PREFACE -- ACKNOWLEDGMENTS -- EXECUTIVE SUMMARY -- MATHEMATICS IN TODAY'S WORLD -- ASSESSMENT IN TODAY'S WORLD -- ASSESSMENT IN THE SERVICE OF EDUCATION -- THE CONTENT PRINCIPLE -- THE LEARNING PRINCIPLE -- THE EQUITY PRINCIPLE -- OBSTACLES AND CHALLENGES -- BENEFITS FROM IMPROVED ASSESSMENT -- LOOKING TO TOMORROW -- 1-A VISION OF SCHOOL MATHEMATICS -- CHANGES IN MATHEMATICS AND IN MATHEMATICS EDUCATION -- WHAT MATHEMATICS SHOULD BE LEARNED -- HOW MATHEMATICS SHOULD BE TAUGHT -- WHO SHOULD LEARN MATHEMATICS -- CURRENT EFFORTS AT REFORM -- ENDNOTES -- 2-A VISION OF MATHEMATICS ASSESSMENT -- THE ROLE OF ASSESSMENT IN REFORM -- PRINCIPLES FOR ASSESSING MATHEMATICS LEARNING -- EDUCATIONAL PRINCIPLES IN CONTEXT -- ENDNOTES -- 3-ASSESSING IMPORTANT MATHEMATICAL CONTENT -- DESIGNING NEW ASSESSMENT FRAMEWORKS -- BEYOND TOPIC-BY-PROCESS FORMATS -- SPECIFYING ASSESSMENT FRAMEWORKS -- DEVELOPING NEW ASSESSMENT TASKS -- TASKS REFLECTING MATHEMATICAL CONNECTIONS -- THE CHALLENGES IN MAKING CONNECTIONS -- TASKS REQUIRING COMMUNICATION -- SOLVING NONROUTINE PROBLEMS -- MATHEMATICAL EXPERTISE -- SCORING NEW ASSESSMENTS -- JOINING TASK DEVELOPMENT TO STUDENT RESPONSES -- EVALUATING RESPONSES TO REFLECT THE CONTENT PRINCIPLE -- REPORTING ASSESSMENT RESULTS -- ENDNOTES -- 4-ASSESSING TO SUPPORT MATHEMATICS LEARNING -- ASSESSMENT IN SUPPORT OF LEARNING -- LEARNING FROM ASSESSMENT -- PROVIDING FEEDBACK AND OPPORTUNITIES TO REVISE WORK -- LEARNING FROM THE SCORING OF ASSESSMENTS -- STIMULATING MOTIVATION, INTEREST, AND ATTENTION -- ASSESSMENT IN SUPPORT OF INSTRUCTION -- INTEGRATING INSTRUCTION AND ASSESSMENT -- USING ASSESSMENT RESULTS FOR INSTRUCTION -- ASSESSMENT IN SUPPORT OF TEACHERS -- ENDNOTES -- 5-ASSESSING TO SUPPORT EQUITY AND OPPORTUNITY IN MATHEMATICS LEARNING -- DEVELOPING ASSESSMENTS TO INCREASE EQUITY. 327 $aDESIGN FEATURES -- SUPPORTING STRATEGIES -- INTERPRETING ASSESSMENT RESULTS -- USING ASSESSMENTS TO COMMUNICATE NEW EXPECTATIONS -- PROMOTING PUBLIC INVOLVEMENT -- PROMOTING COMMUNITY UNDERSTANDING OF ASSESSMENT REFORM -- CHALLENGING TEACHERS' EXPECTATIONS -- HELPING STUDENTS UNDERSTAND AND MEET NEW EXPECTATIONS -- USING ASSESSMENT RESULTS TO SUPPORT OPPORTUNITY -- RETHINKING ASSESSMENT USE FOR SORTING AND GROUPING -- PROVIDING SAFEGUARDS FOR STUDENTS -- PROVIDING SAFEGUARDS FOR SCHOOLS -- HOLDING ALL STUDENTS TO HIGH EXPECTATIONS -- ENDNOTES -- 6-EVALUATING MATHEMATICS ASSESSMENTS -- THE CONTENT PRINCIPLE -- CONTENT OF TASKS -- CURRICULAR RELEVANCE -- THE LEARNING PRINCIPLE -- IMPROVED LEARNING -- BETTER INSTRUCTION -- EFFECTS ON THE EDUCATIONAL SYSTEM -- THE EQUITY PRINCIPLE -- FAIRNESS AND COMPARABILITY -- OPPORTUNITY TO LEARN -- ACCESS -- GENERALIZATION -- EVIDENCE -- COSTS AND BENEFITS -- POSTSCRIPT -- ENDNOTES -- COMMISSIONED PAPERS -- EFFECTS OF MANDATED TESTING ON INSTRUCTION -- EFFECTS ON CURRICULUM -- CHANGES IN CONTENT -- CURRICULUM ALIGNMENT -- EFFECTS ON TEACHING PRACTICE -- TEST PREPARATION -- CLASSROOM ASSESSMENT PRACTICES -- EFFECTS ON TEACHERS -- EFFECTS ON STUDENTS -- CONCLUSIONS -- ENDNOTES -- DESIGN INNOVATIONS IN MEASURING MATHEMATICS ACHIEVEMENT -- CONTENT CONSIDERATIONS FOR MATHEMATICS ACHIEVEMENT -- BEYOND PROFESSIONAL JUDGMENT IN THE VALIDATION PROCESS -- INFLUENCES ON GENERALIZABILITY AND TRANSFER -- TASK SAMPLING AND AGGREGATE REPORTS TO THE PUBLIC -- SUMMARY AND CONCLUSIONS -- ENDNOTES -- LEGAL AND ETHICAL ISSUES IN MATHEMATICS ASSESSMENT -- RACE AND THE EFFECTS OF EDUCATIONAL REFORM -- IMPACT ON PEOPLE WITH HANDICAPPING CONDITIONS -- GENDER-RELATED EFFECTS -- ACCESS TO INSTRUCTION FOR ALL STUDENTS -- ISSUES OF PERSONAL CHOICE -- EQUITY AND THE GOVERNANCE OF EDUCATION -- EQUITY AND ECONOMICS -- CONCLUSION -- ENDNOTES. 327 $aSTUDY GROUP ON GUIDELINES FOR MATHEMATICS ASSESSMENT -- MSEB MEMBERS. 330 $aTo achieve national goals for education, we must measure the things that really count. Measuring What Counts establishes crucial research- based connections between standards and assessment. Arguing for a better balance between educational and measurement concerns in the development and use of mathematics assessment, this book sets forth three principles--related to content, learning, and equity--that can form the basis for new assessments that support emerging national standards in mathematics education. 606 $aMathematics$xStudy and teaching$zUnited States$xEvaluation 606 $aMathematical ability$xTesting 615 0$aMathematics$xStudy and teaching$xEvaluation. 615 0$aMathematical ability$xTesting. 676 $a510/.71/2 701 $aBass$b Hyman$f1932-$0858058 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910970783703321 996 $aMeasuring what counts$94353032 997 $aUNINA