Improving Math And Science Assessment
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Improving Math and Science Assessment
The third conference on improving mathematics and science assessment brought together more than 550 educators, researchers, and policymakers. Recommendations and information from the conference are incorporated into this report. Conference consensus was that students must recognize that there is more to assessment than grades and scores and begin to see assessment as a crucial and integral part of education. They should assume increasing responsibility for documenting and reflecting on their own progress as they move through school. Parents and the public must hold high expectations for instruction and for student participation. Teachers will hold all students, regardless of their backgrounds, to high standards and will recognize that assessment cannot be separated from learning. Principals and other administrators must oversee the reform of mathematics and science assessment and ensure that the curriculum reflects what we want students to know. An 18-item reading list is attached, and an appendix lists conference participants and sessions. (SLD)
Improving Math and Science Assessment
The third conference on improving mathematics and science assessment brought together more than 550 educators, researchers, and policymakers. Recommendations and information from the conference are incorporated into this report. Conference consensus was that students must recognize that there is more to assessment than grades and scores and begin to see assessment as a crucial and integral part of education. They should assume increasing responsibility for documenting and reflecting on their own progress as they move through school. Parents and the public must hold high expectations for instruction and for student participation. Teachers will hold all students, regardless of their backgrounds, to high standards and will recognize that assessment cannot be separated from learning. Principals and other administrators must oversee the reform of mathematics and science assessment and ensure that the curriculum reflects what we want students to know. An 18-item reading list is attached, and an appendix lists conference participants and sessions. (SLD)
Improving Math and Science Teaching
A 1992 conference on mathematics and science teaching focused on two specific topics: enhanced professional development for educators and better instructional materials for the classroom. Teachers, members of Congress, governors, teacher educators, professors, researchers, and policymakers shared what they believed was needed to be done to improve mathematics and science education in the United States. This booklet reports the views of the participants and the general consensus of the conference regarding changes needed in the education system. The concepts of systemic reform in education and the setting of national standards as exemplified by the National Council of Teachers of Mathematics are discussed in section 1. The second section discusses the necessity of providing all children with an opportunity to learn mathematics and science. The third section reports the participants' views emphasizing courses that teach mathematics and science for understanding. The fourth section discusses the necessity to prepare teachers of math and science to higher standards of skill and knowledge. Extensive professional development to help practicing teachers enhance their skills is suggested. The fifth section examines the need for the development of better instructional materials for the mathematics and science classroom. Finally, 20 recommendations in the following 4 themes are reported: (1) standards; (2) improving mathematics and science teaching; (3) instructional materials; and (4) systemic change. A list of presenters and demonstrators and a statement of principles on school reform in mathematics and science are provided. (MDH)