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NAEP, TIMSS, and PSSM: Entangled Influences
Author(s) -
Lindquist Mary M.
Publication year - 2001
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2001.tb17959.x
Subject(s) - mathematics education , reform mathematics , curriculum , scale (ratio) , math wars , connected mathematics , pedagogy , mathematics , psychology , physics , quantum mechanics
This article examines the interaction of large‐scale mathematics assessments and standards efforts in the United States. In particular, it considers the ( Principles and Standards for School Mathematics (2000) and the ( Curriculum and Evaluation Standards for School Mathematics (1989) developed by the National Council of Teachers of Mathematics, the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS). It traces possible influences the NAEP and TIMSS had on the development of standards, as well as the influence of the standards on the frameworks for these assessments, and speculates about the influence of the Principles and Standards for School Mathematics on future frameworks of the NAEP and the TIMSS.