This paper describes an assessment and evaluation effort occurring in the context of a middle school science curriculum development effort known as Learning by Design (LBD). The LBD approach builds on a body of cognitive science and professional education research that emphasizes learning from problem-solving experience. The assessment and…

A criterion-referenced test battery was devised for use with the mathematics program of the Mamaroneck Public Schools (New York) in 1971. After two annual administrations, the tests were revised in four ways. The format was changed, and the number of items dealing with geometry was increased; some items were revised to conform better with the…

The articles in this annotated bibliography represent holdings of the Test Center in the area of assessment alternatives in mathematics. Presence on the list does not imply endorsement of the practices by the Test Center; rather, articles are made available to stimulate thinking and provide ideas. Some entries present informal assessments intended…

Mathematics learning objectives and specifications for third graders, which are congruent with the Texas "State Board of Education Rules for Curriculum," are presented. They are designed for use by teachers and test development specialists involved with the preparation of the Texas Educational Assessment of Minimum Skills (TEAMS) tests.…

Learning objectives and specifications are provided for use by teachers and test development specialists. Beginning with the 1985-86 school year, the Texas Educational Assessment of Minimum Skills (TEAMS) tests have been based on the objectives in this publication. For grade 9 mathematics, these objectives are: (1) identify the relationship among…

Beginning with the 1985-86 school year, the Texas Educational Assessment of Minimum Skills (TEAMS) tests have been based on the objectives provided in this publication for teachers and test development specialists. For grade 7, mathematics objectives include the ability to: (1) convert decimals or percents to equivalents; (2) add and subtract…

This study is based on data from a state-wide assessment that included both multiple-choice and constructed-response items. The intent of the study was to see whether item types make a difference in gender results. The items on both tests were categorized according to whether they assessed procedural knowledge, concepts, problem solving, or…

The end-of-grade component of the North Carolina Testing Program was implemented in 1992-93 in response to state legislation. The end-of-grade tests emphasize higher-order thinking skills and the ability of students to solve real-life types of problems. These tests also reflect the higher standards set forth in national curriculum standards for…

In 1985, for the first time, Pennsylvania's student assessment program included measures of a higher order thinking skills goal termed Analytical Thinking. These tests utilize a decision-making model to assess such skills as drawing inferences, identifying appropriate information to gather before making a decision, analogical reasoning,…

The Alberta High School Social Studies Achievement Tests are described in terms of the procedures used for test construction and analysis of the norming data. The test construction is explained according to a model for the values clarification process in the social studies, and the evaluation models appropriate for assessing the values…

In the 1992 mathematics assessment of the National Assessment of Educational Progress (NAEP), approximately one-third of the questions and about half of the student response time were devoted to questions asking students to construct their own responses. Regular constructed response items required a short answer with a problem solution, while…

Computer skills objectives have been developed for the 1986 National Assessment of Educational Progress (NAEP). These items will be administered to a large number of American students aged 9, 13, and 17 in grades 3, 7, and 11. For this first national assessment of computer skills, it was necessary to consider the existing expertise of school…

For the past five years, Vermont has been developing an innovative statewide assessment system in which portfolios of student work in mathematics and writing are a key element. The use of mathematics portfolios, particularly in elementary school, is a novel aspect of the assessment system. This study examines the elementary school mathematics…

This study explored fourth-grade teachers' understanding of mathematical problem solving, an aspect of the Vermont portfolio assessment program that has been largely ignored. Teachers' conceptions of problem solving, their knowledge of problem-solving strategies, their selection and evaluation of problem-solving tasks, and their instructional…