Book contents
- Frontmatter
- Contents
- Preface
- Acknowledgments
- Section 1 The Big Picture
- Section 2 Perspectives on Mathematical Proficiency
- Section 3 What Does Assessment Assess? Issues and Examples
- Section 4 The Case of Algebra
- Section 5 What Do Assessments Assess? The Case of Fractions
- Section 6 The Importance of Societal Context
- Epilogue: What Do We Need to Know? Items for a Research Agenda
- About the Authors
- Subject Index
- Author Index
- Task Index
Epilogue: What Do We Need to Know? Items for a Research Agenda
Published online by Cambridge University Press: 06 July 2010
- Frontmatter
- Contents
- Preface
- Acknowledgments
- Section 1 The Big Picture
- Section 2 Perspectives on Mathematical Proficiency
- Section 3 What Does Assessment Assess? Issues and Examples
- Section 4 The Case of Algebra
- Section 5 What Do Assessments Assess? The Case of Fractions
- Section 6 The Importance of Societal Context
- Epilogue: What Do We Need to Know? Items for a Research Agenda
- About the Authors
- Subject Index
- Author Index
- Task Index
Summary
Eight working groups at the 2004 MSRI conference “Assessing Students' Mathematics Learning: Issues, Costs and Benefits” were charged with formulating items for a research agenda on the topic of the conference. The moderators of the working groups were:
Linda Gojak, John Carroll University
Hyman Bass, University of Michigan at Ann Arbor
Bernard Madison, University of Arkansas
Sue Eddins, Illinois Mathematics and Science Academy
Florence Fasanelli, American Association for the Advancement of Science
Emiliano Gomez, University of California at Berkeley
Shelley Ferguson, San Diego City Schools
Hugh Burkhardt, University of Nottingham
The following items were identified by these working groups. Any item mentioned by more than one group appears only once.
1. On the topic of productive disposition, as used by Robert Moses and others (e.g., Adding It Up), the following questions could be studied. How does one actually define this? How does one measure it? How does knowledge of a student's position on a “productive disposition” scale affect assessment? What are the symptoms of an unproductive disposition? (For example, perhaps a student response to a request to work on a task by saying, “I am not working on the task. I am waiting to be told how to do it.”) Is an unproductive disposition a learned behavior? If so, what can be done to change that? What items (e.g., classroom setting, teacher, materials) are important in developing productive dispositions?
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- Assessing Mathematical Proficiency , pp. 365 - 368Publisher: Cambridge University PressPrint publication year: 2007
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