Abstract
Assessment has begun to assume an increasingly important role in education. More than ever before national, state and district assessments are exerting pressures on teachers and students to achieve high levels of performance. National and international assessment results have drawn the attention of policy makers who use them as leverage for mandating change in education in hopes of bettering the nation’s competitive edge. In the United States, the A Nation at Risk report (National Commission on Excellence in Education, 1983) delineated the problem by comparing American students’ relatively low test scores with those of students from other industrialized nations, as well as noting the decline from 1963 to 1980 in average mathematics scores on the College Board’s Scholastic Aptitude Tests (SAT).
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© 1993 Springer Science+Business Media Dordrecht
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Webb, N.L. (1993). Visualizing a Theory of the Assessment of Students’ Knowledge of Mathematics. In: Niss, M. (eds) Investigations into Assessment in Mathematics Education. New ICMI Study Series, vol 2. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1974-2_17
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DOI: https://doi.org/10.1007/978-94-017-1974-2_17
Publisher Name: Springer, Dordrecht
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