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Suggested Citation:"Appendix." National Research Council. 1998. Learning About Assessment, Learning Through Assessment. Washington, DC: The National Academies Press. doi: 10.17226/6217.
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Appendix

The Classroom Assessment in Mathematics (CAM) Network Project (1991–1993) was an extension of the work done by the Urban Mathematics Collaboratives (UIVIC), and was a National Eisenhower Project (R168C10098-92) awarded by the Department of Education to Education Development Center (EDC). CAM piloted new approaches to staff development on the topic of mathematics classroom assessment. An overarching goal was to ground instructional change in teachers' knowledge of student understanding. The project took place in six UMC cities—Dayton, Memphis, Milwaukee, Pittsburgh, San Diego, and San Francisco—and was a collaborative effort among EDC staff, teams of middle-grades teachers in each site, and the six district mathematics supervisors. Over the course of CAM's two years, the teachers and administrators engaged in professional-development experiences aimed at building their capacities to use a variety of approaches to classroom assessment and to make appropriate interpretations of student work.

The Assessment Communities of Teachers (ACT) Project (1994–1997) extended the work of the CAM Network Project. It was a National Science Foundation teacher enhancement project (ESI-9353622) awarded to Pittsburgh Public Schools, with a technical-assistance contract to EDC. In ACT, the six CAM teams became leadership teams designing and implementing professional-development programs that focus on classroom assessment as a vehicle for changing teachers' classroom practice. The project was guided by the belief that professional development is most effective when it is ongoing, responsive to the needs of participants,

Suggested Citation:"Appendix." National Research Council. 1998. Learning About Assessment, Learning Through Assessment. Washington, DC: The National Academies Press. doi: 10.17226/6217.
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content-rich, inquiry-based, and collaborative. EDC provided ACT teams with support in developing the knowledge, leadership skills, and materials to help them plan and implement effective professional-development programs focused on classroom assessment in mathematics. The ACT teams totaled approximately 60 teachers and administrators. Their district work, in turn, reached several hundred middle-grades teachers in the sites.

The Leadership for Urban Mathematics Reform (LUMR) Project (1994–1997) was a National Science Foundation teacher enhancement project (ESI-9353449) awarded to EDC, and took place in six UMC sites: Durham, Los Angeles, Milwaukee, St. Louis, San Diego, and Worcester. The project was designed to help the six districts develop the leadership capacities of middle and high school teachers, to develop ways to put that teacher leadership into the service of district mathematics reform, and to provide models of professional development that can support the kinds of teacher learning and capacity building that mathematics reform demands. Professional development in LUMR emphasized the development of algebraic thinking across middle-and high-school grades. In each site, two cohorts of teachers (each cohort an even mix of middle and high school teachers) spent two years apiece meeting monthly in study groups, wherein they worked on mathematics that highlighted algebraic thinking, analyzed student work, and developed leadership plans. Over the term of the project, approximately 200 teachers participated.

Suggested Citation:"Appendix." National Research Council. 1998. Learning About Assessment, Learning Through Assessment. Washington, DC: The National Academies Press. doi: 10.17226/6217.
×
Page51
Suggested Citation:"Appendix." National Research Council. 1998. Learning About Assessment, Learning Through Assessment. Washington, DC: The National Academies Press. doi: 10.17226/6217.
×
Page52
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The MSEB, with generous support and encouragement from the Carnegie Corporation of New York, seeks to bring discussion of assessment to school-and district-based practitioners through an initiative called Assessment in Practice (AIP). Originally conceived as a series of "next steps" to follow the publication of Measuring Up and For Good Measure, the project, with assistance from an advisory board, developed a publication agenda to provide support to teachers and others directly involved with the teaching and assessment of children in mathematics classrooms at the elementary, middle, and high school levels.

In a series of three booklets, AIP presents an exploration of issues in assessment. The first booklet, Learning About Assessment, Learning Through Assessment discusses ways to assist teachers in learning about assessment and how student work can be a rich resource in professional development. The second, Assessment in Support of Instruction, makes a case for aligning assessments with state and district curriculum frameworks and examines ways in which states have shifted their curriculum frameworks and related state assessment programs to reflect the NCTM Standards and other perspectives. The third booklet, Keeping Score, discusses issues to be considered while developing high quality mathematics assessments. This series is specifically designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists.

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