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Assessment of Authentic Performance in School Mathematics (Paperback)
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Assessment of Authentic Performance in School Mathematics (Paperback)
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This book is the result of a conference sponsored by the
Educational Testing Service and the University of Wisconsin's
National Center for Research in Mathematical Sciences Education.
The purpose of the conference was to facilitate the work of a group
of scholars whose interests included the assessment of higher-order
understandings and processes in foundation-level (pre-high school)
mathematics. Discussions focused on such issues as the purposes of
assessment, guidelines for producing and scoring "real-life"
assessment activities, and the meanings of such terms as "deeper
and higher-order understanding," "cognitive objectives," and
"authentic mathematical activities." Assessment was viewed as a
critical component of complex, dynamic, and continually adapting
educational systems. During the time that the chapters in this book
were being written, sweeping changes in mathematics education were
being initiated in response to powerful recent advances in
technology, cognitive psychology, and mathematics, as well as to
numerous public demands for educational reform. These changes have
already resulted in significant reappraisals of what it means to
understand mathematics, of the nature of mathematics teaching and
learning, and of the real-life situations in which mathematics is
useful. The challenge was to pursue assessment-related initiatives
that are systematically valid, in the sense that they work to
complement and enhance other improvements in the educational system
rather than act as an impediment to badly needed curriculum
reforms. To address these issues, most chapters in this book focus
on clarifying and articulating the goals of assessment and
instruction, and they stress the content of assessment above its
mode of delivery. Computer- or portfolio-based assessments are
interpreted as means to ends, not as ends in themselves. Assessment
is conceived as an ongoing documentation process, seamless with
instruction, whose quality hinges upon its ability to provide
complete and appropriate information as needed to inform priorities
in instructional decision making. This book tackles some of the
most complicated issues related to assessment, and it offers fresh
perspectives from leaders in the field--with the hope that the
ultimate consumer in the instruction/assessment enterprise, the
individual student, will reclaim his or her potential for
self-directed mathematics learning.
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