Abstract

In recent times there has been considerable commentary regarding the need to enhance mathematical assessment as evidenced by Numeracy, A Priority for All: Challenges for Australian Schools (2000). This emphasis on assessment is timely because although the mathematical reform movement has produced much-needed improvements in both curriculum and instruction, changes in assessment have not kept pace (Firestone & Schorr. 2004; Morgan, 1998). As Ridgeway (1998, p.2) states, "As an issue of policy, the implementation of standards-based curricula should always be accompanied by the implementation of standards-based assessment. In fact, incremental change in assessment systems will foster concurrent improvement in professional and curriculum development."

Original Publication Citation

Bahr, D.L. (27). Creating mathematics performance assessments that address multiple student levels. The Australian Mathematics Teacher, 63(1), 33-4. http://www.aamt.edu.au/Webshop/Entire-catalogue/Australian-Mathematics-Teacher

Document Type

Peer-Reviewed Article

Publication Date

2007-01-01

Permanent URL

http://hdl.lib.byu.edu/1877/2878

Publisher

The Australian Association of Mathematics Teachers (AAMT) Inc.

Language

English

College

David O. McKay School of Education

Department

Teacher Education

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