Frameworkforclassroomassessmentinmathematics.docVIP

FRAMEWORK FOR CLASSROOM ASSESSMENT IN MATHEMATICS CONTENTS INTRODUCTION AIMS PRINCIPLES MATHEMATICAL LITERACY MATHEMATICAL COMPETENCIES COMPETENCE LEVELS THE MATHEMATICS: STRANDS BIG IDEAS METHODS FOR CLASSROOM ASSESSMENT REPORTING: FEEDBACK SCORING FROM PRINCIPLES TO PRACTICE: THE PROCESS Jan de Lange Freudenthal Institute National Center for Improving Student Learningand Achievement in Mathematics and Science September 1999 Framework for Classroom Assessment in Mathematics This document is not the framework for classroom assessment in mathematics. One might even argue that this is not a framework. There have been several efforts to design and describe frameworks in assessment or, more specifically, in mathematics assessment. We mention several “framework” publications: Third International Mathematics and Science Study’s (TIMSS) monograph, Curriculum Frameworks for Mathematics and Science (Robitaille et al., 1993). Measuring Student Knowledge and Skills: A New Framework for Assessment (Organization for Economic Cooperation and Development [OECD], 1999). “A Framework for Reflecting on Assessment and Evaluation” (Aikenhead, 1997). “A Framework for Developing Cognitively Diagnostic Assessments” (Nichols, 1994). “A Framework for Authentic Assessment in Mathematics” (Lajoie, 1991). “Toward an Assessment Framework for School Mathematics” (Goldin, 1992). Goldin’s title holds for all frameworks in the sense that we are continuously on the way toward a framework. In particular, it holds for the present one. This framework is the result of some 20 years of developmental research on classroom assessment practices. These experiences made clear how important and neglected classroom assessment is—in the U.S. even more than in most other countries because of the emphasis in the U.S. on standardized tests. A most timely overview of the research literature in classroom assessment by Black and Wiliam (1998) made our task in some ways more complex but also easier. We have delibe