Transcript Connecticut Assessments

Assessments
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NCTM Assessment Principle
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Assessment should support the learning of
important mathematics and furnish useful
information to both teachers and students.
 Assessment should be more than merely a
test at the end of instruction to gauge
learning. It should be an integral part of
instruction that guides teachers and
enhances students’ learning.
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NCTM Assessment Principle
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Teachers should be continually gathering
information about their students through
questions, interviews, writing tasks, and other
means.
 They can then make appropriate decisions about
such matters as reviewing material, re-teaching a
difficult concept, or providing something more or
different for students who are struggling or need
enrichment.
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NCTM Assessment Principle
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To be consistent with the Learning Principle,
assessments should focus on understanding as well
as procedural skills.
 Because different students show what they know
and can do in different ways, assessments should
also be done in multiple ways, and teachers should
look for a convergence of evidence from different
sources.
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NCTM Assessment Principle
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Teachers must ensure that all students are
given an opportunity to demonstrate their
mathematics learning.
 For example, teachers should use
communication-enhancing and bilingual
techniques to support students who are
learning English
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Assessments – Educational
Measures
Teachers – to determine students’ progress
in learning specific knowledge or skills
 Students – to ascertain if they are learning
what they are being asked to learn
 Parents – to determine how well their
children are doing in school
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Assessments – Educational
Measures
Principals – to determine how well their
students are learning
 School psychologists – to assess students’
particular strengths and needs
 School counselors – to guide students in
choosing courses of study and careers
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Assessments –Educational
Measures
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Lawmakers and policymakers – to set educational
priorities and allocate resources
Research and evaluation directors – to collect data to
extend general knowledge about educational processes or
help evaluate the effectiveness of particular schools
programs.
News reporters – to report on the quality of schooling
Lawyers – to argue for or against appropriateness and
legality of particular educational practices
Measurement and Assessment in Schools (Worthen, B., et.
al., 1998)
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Assessments

State
 National
 International
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State and National
Assessments

Connecticut Assessments
– Connecticut Mastery Tests (CMTs)
– Connecticut Academic Performance Test
(CAPT)
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National and International
Assessments
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Advanced Placement
 Scholastic Aptitude Tests (SATs)
 National Assessment of Educational
Progress – “The Nations Report Card”
 Trends in International Math and Science
Study(TIMMS)
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Connecticut Assessments
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Connecticut Mastery Tests (CMTs) have been
administered since 1985
 Limited English proficient (LEP) may be exempt
from taking the tests
 Language arts(reading, writing, listening, and
mechanics of language) and mathematics
 Given in Spring for grades 3 to 8
– www.cmtreports.com/
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Connecticut Academic
Performance Test (CAPT)
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Since 1994
All Grade 10 students
Tested on science, math, reading, and writing
Part of testing system that provides a logical
progression from assessing specific objectives at
the lower grades to integration and application of
skills at high school level
http://capt2.captreports.com/
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National Assessment of
Educational Progress (NAEP)

Department of Education
 “The Nations Report Card”
 Group comparison by race and ethnicity,
gender, type of community, and region
 http://nces.ed.gov/nationsreportcard/
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Trends in
International Math and
Science Study (TIMMS)
TIMMS is an educational research project
investigating student achievement in
mathematics and science in about 40
countries around the world
 Objective is to measure and interpret
differences in national educations systems
to improve the teaching and learning of
mathematics and science worldwide
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TIMSS – How did the United
States do in 2003?
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http://nces.ed.gov/timss/
 In 2003, U.S. fourth-grade students exceeded
the international averages in both
mathematics and science. In mathematics,
U.S. fourth-graders outperformed their peers
in 13 of the other 24 participating countries,
and, in science, outperformed their peers in
16 countries.
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TIMSS – How did the United
States do in 2003?
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In 2003, fourth-graders in three
countries-Chinese Taipei, Japan, and
Singapore-outperformed U.S. fourthgraders in both mathematics and
science, while students in 13 countries
turned in lower average mathematics
and science scores than U.S. students.
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TIMSS – How did the United
States do in 2003?
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U.S. eighth-graders improved their
average mathematics and science
performances in 2003 compared to
1995. Moreover, the data suggest that
the performance of U.S. eighth-graders
in both mathematics and science was
higher in 2003 than it was in 1995
relative to the 21 other countries that
participated in the studies.
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TIMSS – How did the United
States do in 2003?
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U.S. eighth-grade boys and girls, and
U.S. eighth-grade Blacks and Hispanics
improved their mathematics and
science performances from 1995. As a
result, the gap in achievement between
White and Black eighth-graders
narrowed in both mathematics and
science over this time period.
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Connecticut Mastery Tests
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For grades 3 to 8 given in Spring…
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http://www.cmtreports.com
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2007 CMT Grade 3 Results by Content
Strand Mathematics Connecticut
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2007 CMT Grade 5
Results by Content Strand Mathematics
Connecticut
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2007 CMT Grade 5
Results by Content Strand Mathematics
Hartford,Connecticut
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2007 CMT Grade 5
Results by Content Strand Mathematics
Avon,Connecticut
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CMT Mathematics Grade 3 Test Blueprint
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CMT Mathematics Grade 4
Test Blueprint
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