Mathematics assessment scenarios for at-risk students

Abstract

In this paper, we describe the work by a team of university and public school mathematics educators to design mathematics assessment tasks that are effective for students who have been identified at risk in mathematics, through their failure on a state mathematics assessment. We have developed assessment tasks that have the very best chance to elicit the most mathematical knowledge possible, but are closely tied to the school curriculum and practical enough to be administered by classroom teachers. We offer some perspectives on the need for alternative mathematics assessment for at-risk students, along with the dangers inherent in this undertaking, Some practical design considerations are discussed and examples of student responses to a mathematics assessment scenario are given. Finally, policy issues related to authentic assessment are discussed.Fundamental changes are necessary in the approaches to mathematics assessment for at-risk students. These changes are essential in the light of research indicating that minority and female students learn mathematics best in environments that involve hands-on work, meaningful applications, and cooperative group interaction (Besag and Wahl, 1987;Malcom, George, and Matyas, 1985;Spanos et al., 1989). Assessment that is aligned with these learning styles may reveal greater knowledge and performance in mathematics than estimated by more traditional standardized tests. Students who are females, minorities, speak English as a second language, are poor, or have physical disabilities are currently less likely than others to receive the instructional and social support necessary to excel in mathematics. These students are often placed "at risk" for entering mathematics-related careers and occupations. At-risk students' mathematics achievement scores continue to be one of the most visible and troubling factors in the nation's educational efforts.