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
BYU ScholarsArchive Citation
Bahr, Damon L., "Creating Mathematics Performance Assessments that Address Multiple Student Levels" (2007). Faculty Publications. 1348.
The Australian Association of Mathematics Teachers (AAMT) Inc.
David O. McKay School of Education
© 2007 The Australian Association for Mathematics Teachers (AAMT) Inc.
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