Abstract

The current era of common curriculum standards, increased accountability, and rapid expansion of technology within a complex and highly charged political context has influenced changes in assessment practices in mathematics classrooms. This research commentary situates high-stakes assessments in a historical context, discusses recent advances in assessment tools and related technologies, makes recommendations related to future research efforts, and outlines potential challenges and opportunities associated with these recommendations.

Citation

Tarr, J.E., Walker, E.N., Hollebrands, K.F., Chval, K.B., Berry, R.Q., Rasmussen, C.L., Konold, C. & King, K. (2013). Research Committee. New Assessments for New Standards: The Potential Transformation of Mathematics Education and Its Research Implications. Journal for Research in Mathematics Education, 44(2), 340-352. Retrieved March 1, 2021 from https://www.learntechlib.org/p/156129/.

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Keywords

• Accountability
• Computer Assisted Testing
• Educational Change
• Educational History
• Educational Research
• Equal Education
• Formative Evaluation
• High Stakes Tests
• Mathematics Curriculum
• mathematics education
• Mathematics Teachers
• Mathematics Tests
• Politics of Education
• State Standards
• Summative Evaluation
• teacher education
• teaching methods