Balanced Assessment

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* Balanced_Assessment (dutch)

General

Balanced assessment doesn’t focus on a single theme, such as "technical skill" or "authentic performance," nor does it use a single method of assessment, such as multiple-choice tests or portfolios. This simple starting point opens up a debate at the heart of educational reform about the sorts of mathematics that students should acquire, and about how different aspects of performance should be recognized and rewarded. If assessment systems are to promote reform, they should be designed to exemplify the new curriculum goals. That is, the balance of assessment tasks should mirror the balance of the new curriculum.

One can identify a number of dimensions on which mathematics tasks differ, such as mathematical content (e.g., number, algebra, geometry); task type (e.g., technical exercise, nonroutine problem, creating a plan); or the circumstances of performance (e.g., multiple-choice item, 60-minute open-response task). Every task can be located within the space defined by these dimensions. Assessment is "balanced" if the assembly of tasks used to assess student performance samples each dimension in an appropriate manner.

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