Table of Contents
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Preface
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Acknowledgments
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Section 1: The Big Picture
1. Issues and Tensions in the Assessment of Mathematical Proficiency,
by Alan H. Schoenfeld, 3-15
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2. Aims of Mathematics Education,
by Judith A. Ramaley, 17-21
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3. The No Child Left Behind Act: Political Context and National Goals,
by Susan Sclafani, 23-27
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Section 2: Perspectives on Mathematical Proficiency
4. What Is Mathematical Proficiency?
by R. James Milgram, 31-58
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5. What Is Mathematical Proficiency and How Can It Be Assessed?
by Alan H. Schoenfeld, 59-73
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Section 3: What Does Assessment Assess? Issues and Examples
6. Mathematical Proficiency: What Is Important? How Can It Be Measured?
by Hugh Burkhardt, 77-97
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7. Aspects of the Art of Assessment Design,
by Jan de Lange, 99-111
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8. Mathematical Proficiency for Citizenship,
by Bernard L. Madison, 111-124
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9. Learning from Assessment,
by Richard Askey, 125-136
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10. When Assessment Guides Instruction: Silicon Valley's Mathematics Assessment Collaborative,
by David Foster, Pendred Noyce, and Sara Spiegel, 137-154
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Section 4: The Case of Algebra
11. Assessing the Strands of Student Proficiency in Elementary Algebra,
by William G. McCallum, 157-162
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12. Making Meaning in Algebra: Examining Students' Understandings and Misconceptions,
by David Foster, 163-176
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13. Task Context and Assessment,
by Ann Shannon, 177-191
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Section 5: What Do Assessments Assess? The Case of Fractions
14. Learning About Fractions from Assessment,
by Linda Fisher, 195-211
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15. Assessing a Student's Mathematical Knowledge by Way of Interview,
by Deborah Loewenberg Ball with Brandon Peoples, 213-267
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video
of interview
16. Reflections on an Assessment Interview: What a Close Look at
Student Understanding Can Reveal,
by Alan H. Schoenfeld, 269-277
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Section 6: The Importance of Societal Context
17. Assessment in France,
by Michèle Artigue, 283-309
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18. Assessment to Improve Learning in Mathematics: The BEAR Assessment System,
by Mark Wilson and Claus Carstensen, 311-332
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19. English Learners and Mathematics Learning: Language Issues to Consider,
by Lily Wong Fillmore, 333-344
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20. Beyond Words to Mathematical Content: Assessing English
Learners in the Mathematics Classroom,
by Judit Moschkovich, 345-352
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21. Assessment in the Real World: The Case of New York City,
by Elizabeth Taleporos, 345-355
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22. Perspectives on State Assessments in California:
What You Release Is What Teachers Get,
by Elizabeth K. Stage, 357-363
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Epilogue: What Do We Need to Know? Items for a Research Agenda, 365-367
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About the Authors, 369-379
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Subject Index
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Author Index
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Task Index
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