Assessment Jumble

1. Assessment Jumble In the following slide show, you will be shown two statements regarding assessment. One of them is accurate; the other is a fallacy. Which one is accurate? Click the mouse or use the Page Down key to eliminate the fallacy; the next two statements will then appear.

2. Is assessment… Or is it… Assessing students’ full mathematical power Assessing students’ knowledge of specific facts and skills only Comparing students’ performance with that of other students Comparing students’ performance with established criteria Designing “teacher-proof” assessment systems Giving support to teachers and credence to their informed judgments Making the assessment process public, participatory and dynamic Making the assessment process secret, elusive and fixed Restricting students to a single way of demonstrating their mathematical knowledge Giving students multiple opportunities to demonstrate mathematical power Developing a shared vision of what to assess and how to assess it Developing assessment by oneself

3. Is assessment… Or is it… Using assessment to filter and select students out of the opportunities to learn mathematics Using assessment results to ensure that all students have the opportunity to achieve their potential Aligning assessment with curriculum and instruction Treating assessment independent of curriculum and instruction Basing inferences on restricted or single sources of evidence Basing inferences on multiple sources of evidence Viewing students as objects of assessment Viewing students as active participants in the assessment process Regarding assessment as sporadic and conclusive Regarding assessment as continual and recursive Holding only a few accountable for assessment results Holding all concerned with mathematical learning accountable for assessment results

4. Assessment Is… • Assessing students’ full mathematical power  • Comparing students’ performance with established criteria • Giving support to teachers and credence to their informed judgments  • Making the assessment process public, participatory and dynamic  • Giving students multiple opportunities to demonstrate mathematical power  • Developing a shared vision of what to assess and how to assess it  • Using assessment results to ensure that all students have the opportunity to achieve their potential  • Aligning assessment with curriculum and instruction  • Basing inferences on multiple sources of evidence  • Viewing students as active participants in the assessment process  • Regarding assessment as continual and recursive  • Holding all concerned with mathematical learning accountable for assessment results