Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards
Summative and Formative Assessments in Mathematics Supporting the Goals of the Common Core Standards
复制标题
支持共同核心标准目标的数学总结性和形成性评估
DOI：
--
复制
发表时间：
2015
期刊：
影响因子：
--
通讯作者：
A. Schoenfeld
中科院分区：
文献类型：
--
作者：
A. Schoenfeld
精通数学包括拥有丰富而有联系的数学知识，成为一名具有战略性和反思性的思考者和问题解决者，并拥有富有成效的数学信念和性格。这套广泛的数学目标是《国家数学共同核心标准》的核心。高风险的测试往往会推动教学实践。在这篇文章中，我讨论了两个主要的国家测试联盟的测试规范和样本评估项目，以及他们的评估将成为积极的变革杠杆的前景。20多年来，数学评估项目一直专注于开发强调生产性数学实践的评估，最近创建了形成性评估课程(FAL)，旨在帮助教师在从事丰富的数学任务的同时，通过关注学生的思维来建立学生的理解。这篇文章介绍了我们最近的工作。
Being proficient in mathematics involves having rich and connected mathematical knowledge, being a strategic and reflective thinker and problem solver, and having productive mathematical beliefs and dispositions. This broad set of mathematics goals is central to the Common Core State Standards for Mathematics. High-stakes testing often drives instructional practice. In this article, I discuss test specifications and sample assessment items from the two major national testing consortia and the prospects that their assessments will be positive levers for change. For more than 20 years, the Mathematics Assessment Project has focused on the development of assessments that emphasize productive mathematical practices, most recently creating formative assessment lessons (FALs) designed to help teachers build up student understandings through focusing on student thinking while engaging in rich mathematical tasks. This article describes our recent work.
数学课程作为形成性评估、以学生为中心的活动和理解的促进者
影响因子：
1.3
作者：
Hernandez-Martinez P
通讯作者：
Hernandez-Martinez P