ABSTRACT
This chapter describes practical concerns surrounding the development of assessments in mathematics, with an emphasis on the Common Core State Standards (CCSS). It presents a high-level overview of important topics in assessing mathematics, particularly those relating to the paradigm shift from past practices to meeting the expectations embodied by the CCSS. The chapter focuses on the practical, rather than theoretical, issues that arise when developing assessments in mathematics within a design framework informed by Evidence-Centered Design (ECD). Computer-based assessments support item types that enable students to provide more direct evidence of their understanding of mathematics concepts in machine-scorable ways. Consequently, both consortia plan to deliver assessments via computer in order to reap the advantages of computer delivery. Many assessment designers are embracing ECD methods or other principled approaches to design in order to fully specify the evidence needed to support desired claims regarding students’ mathematical competencies.
