This two-part study was done to investigate the effectiveness of the University of Chicago School Mathematics Project (UCSMP) Transition Mathematics Program implemented by Lexington School District (South Carolina) during the 1993-94 school year. Results on four mathematics subtests of the Stanford Achievement Test, 8th Edition are considered in…

Recommendations for educational change are not focused just on curriculum. Recently a great deal of attention has been focused on reforming the evaluation and assessment of students' mathematical knowledge. Since standardized tests determine what topics will be taught in schools, it seems sensible to refine assessment prior to instituting major…

An optimization model is presented that allows test assemblers to control the shape of the observed-score distribution on a test for a population with a known ability distribution. An obvious application is for item response theory-based test assembly in programs where observed scores are reported and operational test forms are required to produce…

This information packet contains the 1997 results of the Assessment of Achievement Programme (AAP), established by the Scottish Office Education and Industry Department to monitor the performance of pupils in Scottish schools in particular areas of the curriculum. The packet contains two booklets on the results of the 1997 mathematics survey and…

The 162 mathematics achievement tests cited in this bibliography are used to assess students' knowledge of various mathematical skills and operations. Many of the tests are part of large achievement batteries. Both norm reference and criterion referenced tests are included. The tests are primarily designed for preschool through grade 3. This…

The 70 tests cited in this bibliography are used to assess students' knowledge of various mathematical skills and operations in geometry. Many of the tests described are included because one or more of their subtests measure some aspect of geometry or have a number of questions with that content. The testing levels range from grades kindergarten…

This paper presents a study on the generation of mathematics test items using algorithmic methods. The history of this approach is briefly reviewed and is followed by a survey of the research to date on the statistical parallelism of algorithmically generated mathematics items. Results are presented for 8 parallel test forms generated using 16…

This monograph is written for teachers of students in grades seven to nine to heighten awareness of the skills in the measurement and geometry cluster of the New Jersey High School Proficiency test (HSPT) and to suggest strategies for teaching them. Eleven skills in the HSPT measurement and geometry cluster are grouped according to type of…

The Michigan Mathematics Early Placement Test (MMEPT) is an assessment instrument that gives 11th-grade students an appraisal of their mathematical skills in relation to college expectations. Students who take the test receive a report letter that tells them, based upon their test results, approximately where they would be placed in mathematics if…

This review of the relevant literature in the area of numerical facility attempts to clarify the construct of numerical facility and provide guidance for items tapping this ability. The review is presented in five parts. The first section introduces two approaches that can be used to investigate numerical facility, including factor analysis.…

A description is presented of the mathematics curricula in four different school types in the Netherlands, based on empirical data from the Second International Mathematics Study. It was shown that there were big differences within and between school types. (LMO)

An approximation procedure is proposed for the posterior means and standard deviation of the ability parameter in an item response model. The method is illustrated for the two-parameter logistic model using data from a 39-item American College Testing mathematics test. The effect of sample size is considered. (SLD)

Second and third graders from six Dutch elementary schools (N = 168) solved two sets of almost identical addition and subtraction sums at a two-week interval. Inconsistency in strategies, which characterized half the subjects, was related to unfamiliar sums and resulted in misinterpreted errors. (TJH)

Arizona State University uses the Computer-Administered Mathematics Examination to identify preservice teachers who need mathematics remediation. Reported are the results of the testing of several groups of students. Some of the students were retested after remediation. (RH)

Describes interviews with four primary age children. Uses the results of the interviews to support a shift from the assessment of performance to the assessment of understanding. (PK)