Synopsis
Focusing on the elementary and secondary grades, this book explores current theory, research, practice, and policy in the assessment of higher order thinking in mathematics. The chapter authors combine current knowledge and research on mathematics learning and testing to provide examples of innovative test items for classroom use and state assessment programs, and present information on new assessment technologies, including computer-based approaches.
Special coverage includes:
* both background information and theoretical perspectives and examples of research on alternative assessment strategies;
* a broad perspective on assessing higher-order thinking, including problem solving, consistent with recent work such as the NCTM Standards documents;
* a discussion of how the recent changes not only in teaching and learning but in our world view of mathematics education imply the need for new approaches to assessment; and
* information on assessment in the context of technology (calculators and computers) with illustrations of both practical and long-term issues.
Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.
Présentation de l'éditeur
Focusing on the elementary and secondary grades, this book explores current theory, research, practice, and policy in the assessment of higher order thinking in mathematics. The chapter authors combine current knowledge and research on mathematics learning and testing to provide examples of innovative test items for classroom use and state assessment programs, and present information on new assessment technologies, including computer-based approaches.
Special coverage includes:
* both background information and theoretical perspectives and examples of research on alternative assessment strategies;
* a broad perspective on assessing higher-order thinking, including problem solving, consistent with recent work such as the NCTM Standards documents;
* a discussion of how the recent changes not only in teaching and learning but in our world view of mathematics education imply the need for new approaches to assessment; and
* information on assessment in the context of technology (calculators and computers) with illustrations of both practical and long-term issues.
Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.
