ASSESSMENT AND EVALUATION IN SCHOOL MATHEMATICS ...

4 Feb. 8 Purposes of assessment (cont’d)Classroom and large-scale assessment• Black, P., & Wiliam, D. (1998). Inside the black box. Phi Delta Kappan80(2), 139–148. (Download from NIU Libraries: http://niulib.niu.edu.Select “Articles and More.” Under Social Sciences, select Education.Select either ERIC (CSA) or ERIC (FirstSearch). Enter authors’ lastnames with the word “and” between them. Caution—Wiliam is spelledwith only one “L.”)• Romberg, Chapter 1: Romberg, T. A., & Wilson, L. D. Issues related tothe development of an authentic assessment system for schoolmathematics, pp. 1–18.• Romberg, Chapter 2: Lajoie, S. P. A framework for authentic assessmentin mathematics, pp. 19–37.5 Feb. 15 Classroom and large-scale assessment (cont’d)Assessment tasks• Romberg, Chapter 3, Silver, E. A., & Kenney, P. A. Sources of assessmentinformation for instructional guidance in mathematics, pp. 38–86.• Stein, J. K., & Smith, M. S. (1998). Mathematical tasks as a frameworkfor reflection: From research to practice. Mathematics Teaching in theMiddle School, 3, 268-275.• Stein, M. K., Smith, M. S., Hennigsen, M. A., & Silver, E. A. (2000).Implementing standards-based mathematics instruction: A casebook forprofessional development. Using algebra tiles to multiply monomials andbinomials (p. 96-104). New York, NY: Teachers College Press.6 Feb. 22 Assessment tasks (cont’d)Assessment planning• Romberg, Chapter 4: de Lange, J. No change without problems, pp. 87–172.• Dekker, T., & Querelle, N. (2002). The great assessment problems book (GAP).Utrecht, The Netherlands: Freudenthal Institute. Chapters 1-5 and 10. Availablefor downloading at www.fi.uu.nl/catch/(Scroll down on the web page and select “all twelve chapters.” Then select theassigned chapters. If you have trouble downloading these chapters (they areWord documents), let me know and I will send them to you as attachments toemail.Readings Schedule for MarchSession Date Topic7 March 1 Interviews• Ginsburg, H. (1991). The clinical interview in psychological research onmathematical thinking: Aims, rationales, techniques. For the Learningof Mathematics, 1, 4-11.• Ginsburg, H. P., Jacobs, S. F., & Lopez, L. S. (1998). The teacher’sguide to flexible interviewing in the classroom: Learning what childrenknow about math (pp. 65-84). Needham Heights, MA: Allyn & Bacon.• Daniels, D. (2002). Understanding children: An interview andobservation guide for educators (pp. 19-23). NY: Mc Graw Hill.4