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Mathematics assessment scenarios for at-risk students

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Abstract

In this paper, we describe the work by a team of university and public school mathematics educators to design mathematics assessment tasks that are effective for students who have been identified at risk in mathematics, through their failure on a state mathematics assessment. We have developed assessment tasks that have the very best chance to elicit the most mathematical knowledge possible, but are closely tied to the school curriculum and practical enough to be administered by classroom teachers. We offer some perspectives on the need for alternative mathematics assessment for at-risk students, along with the dangers inherent in this undertaking. Some practical design considerations are discussed and examples of student responses to a mathematics assessment scenario are given. Finally, policy issues related to authentic assessment are discussed.

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Authors and Affiliations

  1. Montana State University, USA

    Gerald Kulm

  2. Education Faculty, Penn State University-Harrisburg, 777 W. Harrisburg Pike, 17057-4898, Middletown, PA

    James Telese (Assistant Professor of Education and Mathematics)

Authors
  1. James Telese
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  2. Gerald Kulm
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Telese, J., Kulm, G. Mathematics assessment scenarios for at-risk students. Urban Rev 27, 121–140 (1995). https://doi.org/10.1007/BF02354359

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