Research ArticleOpen AccessGoogle Scholar indexed
Developing a Mathematics Common Assessment System: Using Data to Drive Instruction
Tennessee State University, Nashville, TN, USA
- 1 Tennessee State University, Nashville, TN, USA
Creative Education·Volume 13 (2022)·Pages 3099–3109·Published 1 September 2022·DOI10.4236/ce.2022.139195
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Abstract
There is an ongoing demand for school and district based educators to connect curriculum, instruction and assessment practices to monitor and increase student achievement. This paper describes the development of a Common Assessment system that connects curriculum, instruction and assessment. It can be implemented from a school based (teacher) or district based perspective. This model addresses the role of curriculum guides, instructional pacing, assessment system selection, test types, professional development and issues related to data disaggregation and dissemination. This model has implications for curriculum development, professional development, instruction and policy articulation.
KeywordsStandards Based AssessmentMathematicsCommon AssessmentCognitive ComplexityCurriculum Alignment
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