Assessing Mathematical Proficiency

Alan Schoenfeld is the Elizabeth and Edward Conner Professor of Education and Affiliated Professor of Mathematics at the University of California, Berkeley.

• Preface Alan H. Schoenfeld; Part I. The Big Picture: 1. Issues and tensions in the assessment of mathematical proficiency Alan H. Schoenfeld; 2. Crucial contemporary social, political, and cultural issues in mathematical assessment in the United States Judith Ramaley; 3. Crucial contemporary social, political, and cultural issues in mathematical assessment in the United States Susan Sclafani; Part II. Perspectives on Mathematical Proficiency: 4. What is mathematical proficiency? R. James Milgram; 5. What is mathematical proficiency (and how can it be assessed)? Alan H. Schoenfeld; Part III. What Does Assessment Assess? Issues and Examples: 6. Assessing mathematical proficiency: what is important? Hugh Burkhardt; 7. Aspects of the art of assessment design Jan de Lange; 8. Mathematical proficiency for citizenship Bernard Madison; 9. Learning from assessment Richard Askey; 10. Using assessment to design professional development David Foster; Part IV. The Case of Algebra: 11. Context and learning: an assessment of 'real world' mathematics tasks Ann Shannon; 12. Making meaning in algebra: examining students' understandings and misconceptions David Foster; 13. Assessing the strands of student proficiency in elementary algebra William McCallum; Part V. What Do Different Assessments Assess?: 14. Learning about fractions from assessment Linda Fisher; 15. Brandon interview and commentary, plus CD of interview Deborah Ball; Part VI. The Importance of Context: 16. Assessment of mathematics learning in France Michele Artigue; 17. Assessment to improve learning in mathematics: the BEAR assessment system Mark Wilson and Claus Carstensen; 18. English learners and math learning: language issues for the math educators to consider Lily W. Fillmore; 19. Beyond words to mathematical content: assessing English language learners in the mathematics classroom Judit Moschkovich; 20. Assessment in the real world: the case of New York city Elizabeth Taleporos; 21. Perspectives on state assessments in California Elizabeth Stage; Part VII. What Do We Need To Know?: 22. Research agenda emerging from the conference.

'… thought provoking. The authors succeed in showing the complexity of the problem of assessing mathematical proficiency and the difference, sometimes dramatic, in the perception of this issue by various stakeholders.' American Journal of Psychology