ABSTRACT
This chapter explores a few of the practical issues, including the use of assessment for differentiation to meet the needs of individual students, assigning and checking homework as an assessment tool, and the process of keeping track of grades and determining final evaluative grades in a course. It discusses the six assessment Standards themselves and their implications. An assessment system designed by a mathematics teacher at the secondary or middle school level should meet, to the highest degree possible, each of the six assessment Standards. A trend in mathematics education is relying on formative assessment data to drive decisions on everything from the need to review content to pacing, identifying areas for improvement, and evaluating teaching performance. Some teachers even award extra points to students who keep their homework assignments and tests for a full academic term and can produce the documents at the end of the term.
