Digital technologies have the potential to revolutionize education by enhancing quality, fairness, and efficiency. However, equitable access to these technologies remains a challenge. ILSAs (international large-scale assessments) have shown that the relationship between digital use and performance varies across countries and over time. To fully…

This guide is designed to help adult educators and administrators better understand the content of the GED® test. This guide is tailored to each test subject and highlights the test's item types, assessment targets, and guidelines for how items will be scored. This 2016 edition has been updated to include the most recent information about the…

In 2010, the William and Flora Hewlett Foundation's Education Program has established the Deeper Learning Initiative, which focuses on students' development of deeper learning skills (i.e., the mastery of core academic content, critical-thinking, problem-solving, collaboration, communication, and "learn-how-to-learn" skills). Two test…

The math problem is common to most U.S. school districts, and education leaders are well aware that U.S. math achievement lags far behind many other countries in the world. University Place (Washington) School District Superintendent Patti Banks found the conspicuous income gap for math scores even more disturbing. In her school district, only 23%…

Dyscalculia is considered to be a learning difficulty or difference. It is increasingly being recognised and "diagnosed" within adult learning. However, practitioners are often unclear about whether learners who are considered to have dyscalculia are entitled to access arrangements for examinations and assessments, and which access…

Suggests important roles for the mathematics test: certifying procedural skills, informing instruction, and preparation for sense-making. Offers cautions about the limitations of the teacher-produced test. (MKR)

Shares experiences with coaching the Sixth-grade Math Olympiad Team in a middle school. Discusses the Olympiad and concludes that this activity is one way of providing mathematical experiences that have an enriching effect on young women and encourage their personal and mathematical growth. (ASK)

Elementary school mathematics curricula are being developed that are designed to use calculators. As the calculator-integrated curricula are developed, tests must be developed that involve the use of calculators. Some examples of how achievement tests using calculators would be different are considered. (RH)

Considered are three different types of paper-and-pencil items: labeled word statements, symbolizations, and portrayals. The items are used for testing understanding of mathematical concepts. Limitations of pencil-and-paper items are noted. (RH)

Possible ways of mechanization for counting using a binary system are discussed. Shows a binary representation of the numbers and geometric models having eight triples of lamps. Provides three problem sets. (YP)

Two perspectives that frame the aspects of the debate on assessment issues are analyzed. The "count-everybody" perspective calls for national standards over which all students would be tested. The "everybody-counts" perspective favors assessments that are developed from multiple perspectives. (MDH)

Discusses a mathematics competition in which 18,000 pupils in the educational district of Orleans (France) participated. Describes objectives, including promoting collective work, and stimulating interest in mathematics and science. (DB)

Presents two different research tests for teachers to conduct in their classrooms to gain insight into their students' number sense. Provides test results from Taiwan for comparison. (ASK)

This document describes a database of information for those who want to learn more about current efforts to redesign assessment to match changing goals for students and instruction. The database contains descriptive information on alternative assessments in science and mathematics that cover all grade levels, levels of assessment (classroom to…

Presented is an example of a typical geometry theorem which can be used to create geometry test questions and geometry contest questions. Thirteen problems are suggested. (CW)