A three-type taxonomy of competency-based mathematics assessment: traditional tests, checklist formats, and authentic portfolio-embedded assessment¶

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Evidence · no claims cited

Description¶

The guide organizes its model assessments along a three-type axis developed with the Ohio Council of Teachers of Mathematics task force for implementing NCTM Standards in grades 1 through 8. As the abstract states, "The first type of model competency test has a largely traditional design. The second type of model competency based assessment is based on a checklist format to go beyond multiple choice assessment." The third type embeds assessment in ongoing instruction using authentic situations and portfolio collection. Each type is instantiated as a complete grade-level instrument with directions, materials, and rubrics.

Design Implications¶

Context¶

Requirements¶

• Assessments must be coded to the local Model Competency-Based Mathematics Program critical objectives

Constraints¶

• The instruments are guides, not rigid directions: decisions about administration and use are best made at the local level

Target Learners¶

• Elementary students in grades 1 through 8

Target Learning Objectives¶

• Elementary mathematics competencies including number operations, geometry, measurement, money, and probability

Claims¶

Related Theories¶

Examples¶

• Type 1 model competency test: a largely traditional paper-and-pencil assessment with scoring guide and teacher notes
• Type 2 checklist assessment: tasks coded to each first-grade critical objective for teacher judgment of progress
• Authentic project unit (Field Day) with embedded assessment tasks mapped to critical objectives
• Embed competency assessment in ongoing instruction rather than administering it as a separate test event

Key Sources¶

• Kasten, Margaret; Meiring, Steve; Mikesell, Anne. (1997). Mathematics. Competency-Based Education Assessment Series. https://eric.ed.gov/?id=ED417935