Classroom Compass
Volume 2 Number 2
Spring 1996

Classroom Assessment: A List of Readings

	Hein, George E., and Sabra Price Active Assessment for Active Science: A Guide for Elementary School Teachers Portsmouth, NH: Heinemann, 1994 Heinemann Publishing 361 Hanover Street Portsmouth, NH 03801-3912 $18.00 Hein and Price present ideas for assessment that accompanies active learning. With a focus on the elementary science classroom, the authors devote much of the book to practical suggestions for managing assessment of active learning. They also discuss ways to interpret and score children's science work. Illustrations and explanations of assessment tools include questionnaires, drawings, student self-evaluations, folders, notebooks, and embedded products and activities.
	Mathematical Science Education Board Measuring What Counts: A Conceptual Guide for Mathematics Assessment Washington, DC: National Academy Press National Academy Press 2101 Constitution Ave. N.W. Washington, DC 20418 1-800-624-6242 $17.95 Cited as the scholarly base for NCTM's Assessment Standards, this report provides a research-based argument for mathematics assessment that not only measures results, but also contributes to the educational process itself. The report focuses on three fundamental principles: the content principle ("Assessment should reflect the mathematics that is most important to learn"), the learning principle ("Assessment should enhance mathematics learning and support good instructional practice"), and the equity principle ("Assessment should support every student's opportunity to learn important mathematics").
	National Council of Teachers of Mathematics Assessment Standards for School Mathematics Reston, VA: Author, 1993 NCTM, 1900 Association Drive Reston, VA 22091 1-800-235-7566 $25.00 Published in 1995, the Assessment Standards complements the earlier Curriculum Standards (1989), and the Professional Standards (1991), all written by groups of mathematics educators supported by NCTM. The Assessment Standards presents strategies and practices to help teachers assess students in a manner that reflects the reformed mathematics classroom. Assessment Standards addresses six major themes: mathematics, learning, equity, openness, inferences, and coherence.
	National Research Council National Science Education Standards Washington, DC: National Academy Press, 1996 National Academy Press, 2101 Constitution Ave. N.W. Washington, DC 20418 1-800-624-6242 $16.50 In the recently published National Science Education Standards, a chapter on assessment presents five standards that emphasize consistency, probing for student understanding, authenticity, fairness, and sound inference from assessment data. For teachers, the authors suggest using assessment data to plan curricula, improve classroom practice, develop self-directed learners, report student progress, and inquire into their own teaching.
	Neill, Monty, et al Implementing Performance Assessments: A Guide to Class-room, School and System Reform Cambridge, MA: FairTest, n.d. The National Center for Fair and Open Testing 342 Broadway Cambridge, MA 02139 (617) 864-4810 $6, discounts for multiple copies The National Center for Fair and Open Testing presents this guide for teachers, administrators, parents, community members, anyone "interested in using performance assessments in their classrooms and school systems." The 56-page booklet argues in support of performance-based testing and suggests ways various players (i.e. teachers, parents, etc.) can work to change traditional assessment practices. It also includes practical suggestions for scoring, developing rubrics, record-keeping, performance exams and projects.
	Stenmark, Jean K., ed. Mathematics Assessment: Myths, Models, Good Questions, and Practical Suggestions Reston, VA: National Council of Teachers of Mathematics, 1991 NCTM, 1900 Association Drive Reston, VA 22091 1-800-235-7566 $8.50 This book offers mathematics teachers an introduction to assessment techniques that focus on student thinking. The first segments of the book discuss such myths of teaching and testing as "in the classroom, only the teacher can adequately evaluate a student's progress" or "the purpose of assessment is to determine which students 'have it' and which do not." Later chapters provide suggestions and examples for introducing a variety of assessment methods in K­12 mathematics lessons. One chapter is devoted to mathematics portfolios.