ABSTRACT
This is the first of two chapters that address the topic of assessment in mathematics education. The discussion begins by considering the definition of assessment and the reasons why assessment is used in the teaching-and-learning process. Construction of a test is explained in terms of preparing items that assess what they are intended to measure. This topic naturally leads to a comparison of validity to reliability of a test, how to score a test item, and the limitations of using written tests. The author makes the point that a full assessment of student understanding should extend beyond what can be measured with a paper-and-pencil test and proceeds to describe alternative strategies of assessment. These strategies include the use of journals, open-ended questions with scoring rubrics, observations and checklists, interviews, student self-assessments, and portfolios. Each strategy is described and illustrated through specific examples and rubrics. The chapter naturally leads to the next, which focuses more on NCTM’s Standards for assessment, as well as practical issues, such as assigning and grading homework and determining final grades in a course.
