Assessing Higher Order Thinking in Mathematics
Edited by Gerald Kulm
Routledge – 1994 – 208 pages
Focusing on the elementary and secondary grades, this book explores current theory, research, practice, and policy in the assessment of higher order thinking in mathematics. The chapter authors combine current knowledge and research on mathematics learning and testing to provide examples of innovative test items for classroom use and state assessment programs, and present information on new assessment technologies, including computer-based approaches.
Special coverage includes:
* both background information and theoretical perspectives and examples of research on alternative assessment strategies;
* a broad perspective on assessing higher-order thinking, including problem solving, consistent with recent work such as the NCTM Standards documents;
* a discussion of how the recent changes not only in teaching and learning but in our world view of mathematics education imply the need for new approaches to assessment; and
* information on assessment in the context of technology (calculators and computers) with illustrations of both practical and long-term issues.
Contents: G. Kulm, Introduction: Assessing Higher Order Mathematical Thinking -- What We Need to Know and Be Able to Do. Part I:Current Perspectives on Mathematics Assessment. E.L. Baker, Developing Comprehensive Assessments of Higher Order Thinking. T.A. Romberg, E.A. Zarinnia, K.F. Collis, A New World View of Assessment in Mathematics. T. Pandey, Power Items and the Alignment of Curriculum and Assessment. F.K. Lester, Jr., D.L. Kroll, Assessing Student Growth in Mathematical Problem Solving. G. Kulm, New Directions for Mathematics Assessment. Part II:Technology and Mathematics Assessment. R. Lesh, Computer-Based Assessment of Higher Order Understandings and Processes in Elementary Mathematics. D. Strong, Calculators and Mathematics Assessment. J.I. Lipson, J. Faletti, M.E. Martinez, Advances in Computer-Based Mathematics Assessment. Part III:Research and Development in Mathematics Assessment. J.G. Nicholls, P. Cobb, E. Yackel, T. Wood, G. Wheatley, Students' Theories about Mathematics and Their Mathematical Knowledge: Multiple Dimensions of Assessment. S.P. Marshall, The Assessment of Schema Knowledge for Arithmetic Story Problems: A Cognitive Science Perspective. C.C. McKnight, Critical Evaluation of Quantitative Arguments. M. Wilson, Investigation of Structured Problem-Solving Items.