Graduate Course Proposal Form Submission Detail - MAE7138
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- Department and Contact Information
Tracking Number Date & Time Submitted 1994 2004-02-06 Department College Budget Account Number Secondary Education ED 172400000 Contact Person Phone D. Thompson 42687 email@example.com
- Course Information
Prefix Number Full Title MAE 7138 Assessment in Mathematics Education Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Assment Math Ed Course Online? Percentage Online -
Admission to the Ph.D. Program with emphasis in Mathematics Education or CI.
This course discusses issues related to assessment in mathematics education at all levels, including state, national, and international assessments. It also discusses issues related to rubrics and alternative assessments in mathematics.
A. Please briefly explain why it is necessary and/or desirable to add this course.
Mathematics has always played a prominent role in issues related to accountability at the local, state, national, and international levels. Students earning a Ph.D. with an emphasis in mathematics education should have a broad perspective on issues of ass
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
Required in the major.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctorate in mathematics education or related field.
- Other Course Information
Upon completion of this course, students will demonstrate the following:
1. Knowledge of assessment issues related to the mathematics classroom, including the use of rubrics and alternative forms of assessment.
2. Knowledge of state-level tests in mathematics and their influence on the curriculum.
3. Knowledge of major national and international assessments related to mathematics.
4. Knowledge of assessment issues in mathematics in technology-rich environments.
5. Knowledge of issues related to assessing mathematics teachers and their knowledge of mathematics for teaching.
6. Knowledge of issues related to assessing the effectiveness of curricular materials.
7. The ability to use the standards of the profession in scholarly writing in mathematics education.
B. Learning Outcomes
Course discussion will be used to provide insights regarding course readings.
Responsibility for conducting one week of class This will provide students an opportunity to develop criteria for selecting appropriate readings and discussion guides and use skills to lead an effective critical discussion of the topic.
Research synthesis on some aspect of assessment or the design and development of a small-scale assessment study.
Development of an instrument for assessing knowledge of some topic in mathematics or assessing some aspect of curriculum materials.
C. Major Topics
1. Assessment in the mathematics classroom
2. Rubrics and their uses
3. Alternative forms of assessment
4. State level tests (i.e., FCAT, MEAP, ISAT)
5. National Assessment of Educational Progress (NAEP) and other national assessment projects (i.e., Balanced Assessment)
6. Second International Mathematics Study (SIMS), Third International Mathematics and Science Study (TIMSS) and PISA
7. Assessment issues with technology
8. Assessment of mathematics teachers
9. Assessing the effectiveness of curricular materials
National Council of Teachers of Mathematics (1995). Assessment standards for school mathematics. Reston, VA: Author.
Lambdin, D. V., Kehle, Paul E., & Preston, R. V. (Eds.) (1996). Emphasis on assessment: Readings from NCTMs school-based journals. Reston, VA: National Council of Teachers of Mathematics.
Clarke, D. (1997). Constructive assessment in mathematics: Practical steps for classroom teachers. Berkeley, CA: Key Curriculum Press.
Bright, G. W., & Joyner, J. M (Eds.). (1998). Classroom assessment in mathematics: Views from a National Science Foundation working conference. Lan
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information