ABSTRACT
Assessment and evaluation are both terms which measure educational effects. The modified and broadened view of evaluation must include, and often start with, the benefits of education. Tests used in the assessment of pupils are either norm-referenced tests or criterion-referenced tests. Norm-referenced and criterion-referenced mathematics tests may contain objective questions or essay questions. Public examinations in Britain are summative standardized tests, controlled by examination boards which are independent of the Government, the Local Education Authorities, the universities and the schools. During the 1970s, a few teachers entered some pupils for the O-level mathematics examinations of two General Certificate of Education boards, in an attempt to discover whether the two boards’ mathematics gradings were comparably awarded. If a teacher’s attention is focused less on summative evaluation and more on formative evaluation, the evaluation becomes an ally for that teacher, who can then foster good mathematics education.
