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Assessment Framework

Use the navigation below to complete all sections before viewing the report. Once you have submitted your responses, please print the final page for your records. The final results are not saved by NCTM.

QualityAlignmentFairnessTransparencyCommunicationResults

Quality

A high-quality assessment system, and each individual assessment, effectively and validly measures the mathematics that students know and are able to do. To determine if the assessment system and its elements are of high quality, rate each of the following seven items as fully met, partially met, not met, or don't know.


1. Assessments are developed on the basis of a coherent process beginning with content standards and culminating in test instruments. The elements of a quality assessment include item specifications, item development, field testing, rubric development, and scoring materials.
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2. The system measures the learning of important mathematics based on a clear, reasonable set of content standards.
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3. The assessment system is psychometrically sound and based on sound principles of measurement.
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4. Adequate resources are available at the state or provincial and local levels to construct, administer, monitor, score, and use the information from the assessments.
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5. High-stakes summative assessments exist within an assessment system that includes formative assessments and other measures of student accomplishment.
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6. Quality-control procedures are put in place to ensure accuracy in developing, administering, and scoring the assessment and in reporting the results.
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7. There is a clear, reasonable, and public statement of purpose for the assessment program, and the program is used for those purposes only.
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