Standards-Based Mathematics Assessment in Middle School

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  • Format: Paperback
  • Copyright: 2004-08-01
  • Publisher: Teachers College Pr

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Supplemental Materials

What is included with this book?


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 in the quality of student work. This authoritative book: Documents the shift from traditional ways of judging student performance (tests to measure what students know) to reform notions of mathematical literacy (documenting students' growth in understanding specific content domains); Discusses four key steps in the change process that helped teachers to accomplish the necessary shift in assessment practices. Includes two chapters written by teachers that describe their personal experiences with implementing these new practices in the classroom and outlines a professional development program that evolved as a consequence of the work done by the teachers and students discussed in this book.

Author Biography

Thomas A. Romberg is Bascom Professor of Education and Professor Emeritus in the Curriculum and Instruction Department at the University of Wisconsin-Madison

Table of Contents

Introduction 1(2)
PART I Overview and Background of Reform in Assessment Practices 3(20)
1 Monitoring Student Progress
Jan de Lange and Thomas A. Romberg
PART II Teaching and Assessment Under a Reform Curriculum 23(58)
2 Instructional Innovation and Changing Assessments
M. Elizabeth Graue and Stephanie Z. Smith
3 Expanding Classroom Practices
Mary C. Shafer
4 Practices in Transition: A Case Study of Classroom Assessment
Marvin E. Smith
Part III The Design of New Assessment Tasks 81(72)
5 Developing Assessment Problems on Percentage
Marja van den Heuvel-Panhuizen
6 Analysis of an End-of-Unit Test
Monica Wijers
7 The Design of Open-Open Assessment Tasks
Els Feijs and Jan de Lange
8 Investigations as Thought-Revealing Assessment Problems
Martin van Reeuwijk and Monica Wijers
PART IV Embedding Assessment in Instructional Practice 153(68)
9 Making Instructional Decisions: Assessment to Inform the Teacher
Martin van Reeuwijk
10 Enriching Assessment Opportunities Through Classroom Discourse
David C. Webb
11 Collaborative Partnership: Staff Development That Works
Ann Frederickson and Michael Ford
12 Retracing a Path to Assessing for Understanding
Teresa Her and David C. Webb
PART V Generalizing the Approach 221(16)
13 Classroom Assessment as a Basis for Teacher Change
David C. Webb, Thomas A. Romberg, Truus Dekker, Jan de Lange, and Mieke Abels
References 237(8)
About the Contributors 245(6)
Index 251

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