The Math Forum

Search All of the Math Forum:

Views expressed in these public forums are not endorsed by NCTM or The Math Forum.

Math Forum » Discussions » Education » math-teach

Notice: We are no longer accepting new posts, but the forums will continue to be readable.

Topic: Teacher Training and Student Assessment: At Odds?
Replies: 0  

Advanced Search

Back to Topic List Back to Topic List  
Domenico Rosa

Posts: 2,675
Registered: 2/16/05
Teacher Training and Student Assessment: At Odds?
Posted: Jun 17, 2013 9:39 PM
  Click to see the message monospaced in plain text Plain Text   Click to reply to this topic Reply

The June/July 2013 issues of NOTICES of the AMS at

contains the DOCEAMUS column "Teacher Training and Student Assessment: At Odds?" by Michael Bardzell and Jennifer Bergner on pp. 763-764.

In the second paragraph, they make the following points about the high-stakes testing racket:

"The questions are multiple choice or require short expository responses that do not reveal if a student has deep understanding of a topic. [...] this encourages teaching of these concepts in a linear and formulaic manner which does not emphasize connections between ideas. It also encourages teachers to turn the month before the state test into multiple cram sessions on how to do procedure X when the key word/phrase Y is used in test questions."

The December 1992 issue of FOCUS, the newsletter of the Mathematical Association of America, contained a copy of a Japanese University Entrance Examination in mathematics. This examination is machine-graded, but it is not multiple-choice like our idiotic tests. The students must enter the answer to each problem in a grid, just as they do on a few math problems on our SATs. Why is it that the testing-racket crowd does not use the Japanese answer sheets? Is this crowd afraid that the continuing pseudo-education of American students would be exposed more fully?

Point your RSS reader here for a feed of the latest messages in this topic.

[Privacy Policy] [Terms of Use]

© The Math Forum at NCTM 1994-2018. All Rights Reserved.