ABSTRACT
As expressed in Chapter 1, the use of a broad set of instruments is essential for summative evaluations, and the instruments should reflect the curriculum’s goals. The goal of instruction using MiC is that students will acquire knowledge of concepts in the four content domains (number, algebra, geometry, and statistics/probability), apply their knowledge in various situations, and develop favorable attitudes. In this chapter, we look at the sets of assessment instruments that were used in this research to empirically document these different aspects of student performance: two assessment systems created to measure mathematical competence, district-administered standardized tests, an instrument to measure student attitudes, and profiles of mathematical reasoning.
