Standards-Based Mathematics Assessment in Middle School: Rethinking Classroom Practice

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This volume takes an in-depth look at the problems and practices involved in conducting formative assessments in middle-school mathematics classrooms. In these chapters, researchers and teachers identify the challenges teachers faced as they attempted to implement new assessment procedures -- moving from more traditional methods to an emphasis on the quality of student work.
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Product Details

Table of Contents

Pt. I Overview and background of reform in assessment practices 3
1 Monitoring student progress 5
Pt. II Teaching and assessment under a reform curriculum 23
2 Instructional innovation and changing assessments 25
3 Expanding classroom practices 45
4 Practices in transition : a case study of classroom assessment 60
Pt. III The design of new assessment tasks 81
5 Developing assessment problems on percentage 83
6 Analysis of an end-of-unit test 100
7 The design of open-open assessment tasks 122
8 Investigations as thought-revealing assessment problems 137
Pt. IV Embedding assessment in instructional practice 153
9 Making instructional decisions : assessment to inform the teacher 155
10 Enriching assessment opportunities through classroom discourse 169
11 Collaborative partnership : staff development that works 188
12 Retracing a path to assessing for understanding 200
Pt. V Generalizing the approach 221
13 Classroom assessment as a basis for teacher change 223
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