Math Assessment and Math Tests





The overall goal of this page is to help improve math education. The page is designed mainly for preservice and inservice teachers who teach math as part or all of their teaching assignment.

This IAE-pedia page provides:


 * 1)  A brief introduction to math assessment.
 * 2)  A discussion of topics such as teaching test taking, teaching to the test, and self-assessment.
 * 3)  Links to and brief discussions of a number of math tests.
 * 4)  Brief discussions of other miscellaneous topics, such as assessment in tutoring.
 * 5)  References—links to other resources.

Introduction
This document is designed for preservice and inservice math teachers, as well as for others who are interested in math education. A very young infant has some innate math abilities. These innate abilities improve through growth and maturation of one's brain, and through informal and formal math education experiences.

You know a lot about your brain, including some of its learning capabilities and limitations. You know that your brain is always processing input from your external and internal senses, and is always learning.

You know that feedback from yourself and others is a critical component in learning. Good informal and formal math education provides the feedback in a useful and timely manner. In the process of your everyday use your math knowledge and skills, you are assessing them and refreshing them. This type of learning by "doing" (using) and self-assessment is fundamental to gaining, maintaining, and improving your math knowledge and skills.

The following eight minute video provides a good summary of the ideas given above and ties them in with assessment.


 * Gardner, Howard (1997). Big thinkers: Howard Gardner on Multiple Intelligences. edutopia. Retrieved 4/8/2012 from http://www.edutopia.org/multiple-intelligences-howard-gardner-video

Math education is schools is designed to push students' envelopes of knowledge and skills. Math is a huge discipline that has been developed over many thousands of years. It continues to grow is scope and value. Our current society believes that math education is so important that it is a very large component required component of the K-12 curriculum.

There are many stakeholders in our formal school-based math education system. Students, parents, teachers, school administrators, school boards, tax payers, governments, and employers are all interested in outcomes. All want to know how well the system is working and the extent to which it is achieving its goals and objectives.

The desire for accountability leads to the development and implementation of many different methods of assessment—gathering and analyzing data that help measure effectiveness and efficiency of the system. Since each stakeholder group has its own insights as to math education goals and objectives, and measures of effectiveness and efficiency, accountability and assessment are very large and complex issues.

Of course, the individual students is where "the rubber meets the road." We want students to gain the math knowledge and skills that will help them to be responsible, productive adult citizens and lifelong learners. As math educators we know that the math education road that students are traveling is long and challenging. We try to measure and encourage progress along this road. Curriculum content, instructional processes, and assessment are all designed to aid in the process.

Math Teaching and Assessment
Math is a complex and challenging discipline of study. It has great breadth and depth. The math curriculum is designed to provide an appropriate balance between breadth and depth. In the United States, the curriculum is often criticized as being "a mile wide and an inch deep." This statement is certainly subject to a mathematical criticism. The description may invoke a mental image is that it compares the curriculum to a rectangle that is an inch wide and a mile long. But, math is not two dimensional. Also, it makes little sense to me to measure math in inches and miles.

Be that as it may, at any particular point in a student's math education, the student can be learning more at his or her current level of knowledge and skills, or can be pushing these limitations by learning topics that build upon and extend the knowledge and skill base.

The challenge to students, teachers, and curriculum developers is that in math—as in any field of study—students forget relatively rapidly. Thus, in a vertically structured curriculum many of the students will have forgotten much of the prerequisite knowledge and skills by the time they encounter a new "higher level" tropic.

Valid, Reliable, Fair, and Relevant
The assessment literature thoroughly explores the following three ideas:

A good test is:


 * Valid: The test adequately and appropriately covers the topics and area that it claims to cover.


 * Reliable: The test accurately measures knowledge and understanding of the topics and area it is designed to cover.


 * Fair: The test is fair to students with differing culture, race, color, creed, socioeconomic status, and so on.

There are many other ideas that could be added to this list. There is a very important idea missing from this list. Are the knowledge and skills being tested relevant? This is a complex question. For example, consider it from the Students' point of view. The test covers knowledge and skills in a particular area. Do students believe that this area is relevant to their current and future needs and desires?

'''… This is a work in progress. This particular question is particularly important because the world is changing quite rapidly. The content of our curriculum tends to give little heed to technological changes and emerging world problems that are important to students both now and in their future'''.

Math Content and Math Maturity
The following books discuss math education in terms of moving students toward greater math content knowledge and greater math maturity. Mathematically mature adults have the math knowledge, skills, attitudes, perseverance, and experience to be responsible adult citizens in dealing with the types of math-related situations, problems, and tasks that occur in the societies and cultures in which they live.

In addition, a mathematically mature adult knows when and how to ask for and make appropriate use of help from other people, from books, and from tools such as computer systems and the Internet.

Math maturity and math thinking tend to be long lasting, as compared to math content that is often forgotten over time.


 * Moursund, David (March, 2012). Good math lesson planning and implementation. Eugene, OR: Information Age Education. Download the PDF file from http://i-a-e.org/downloads/doc_download/230-good-math-lesson-plans.html and the Microsoft Word file from http://i-a-e.org/downloads/doc_download/229-good-math-lesson-plans.html.


 * Moursund, David and Albrecht, Robert (September, 2011). Becoming a better math tutor. Eugene, OR: Information Age Education. Download the PDF file from http://i-a-e.org/downloads/doc_download/208-becoming-a-better-math-tutor.html. Download the Microsoft word file from http://i-a-e.org/downloads/doc_download/209-becoming-a-better-math-tutor.html.


 * Moursund, David and Albrecht, Robert (2011). Using math games and word problems to increase math maturity. Eugene, OR: Information Age Education. Download the PDF file from http://i-a-e.org/downloads/doc_download/211-using-math-games-and-word-problems-to-increase-the-math-maturity-of-k-8-students.html. Download the Microsoft Word file from http://i-a-e.org/downloads/doc_download/210-using-math-games-and-word-problems-to-increase-the-math-maturity-of-k-8-students.html.


 * Moursund, David (August, 2010). Syllabus: Increasing the Math Maturity of K-8 Students and Their Teachers. A course developed by David Moursund. Retrieved 12/16/2011 from http://i-a-e.org/downloads/doc_download/201-extended-syllabusfor-prism-course.html.

Teaching Test Taking
This is a work in progress.

How do you prepare to take the SAT test? One way is to take online practice tests. We found several practice tests, including one at Kaplan's Test Prep site:


 * http://216.154.212.161/KaplanQuizzes/showQuiz.jsp?TID=SATMPT1

We are looking at the following:


 * Text Document. http://www.scholastic.com/teachers/article/no-pain-high-gain


 * How to Take a Math Test or Quiz http://www.tc3.edu/instruct/sbrown/math/test.htm


 * How to Work a Math Problem http://www.tc3.edu/instruct/sbrown/math/prob.htm


 * Video (7:19). http://www.mrlsmath.com/pedagogy/video-standardized-test-strategy-working-backwards/


 * Video (8:40). http://www.mrlsmath.com/pedagogy/video-standardized-test-strategy-eliminate-impossible-answers/


 * Video (12:39). http://www.mrlsmath.com/pedagogy/video-%e2%80%93-standardized-test-strategy-%e2%80%93-factoring-quadratic-polynomials/

Teaching to the Test
This is a work in progress.


 * IAE Blog (11/4/20111). Teaching to the test. Retrieved 4/10/2012 from http://i-a-e.org/iae-blog/teaching-to-the-test.html.

Quoting from this Blog entry:


 * Suppose that as a student begins to study a new topic, a substantial amount of effort on the part of the teacher, students, and learning materials focuses on the test. What is to be tested is made very clear from the very beginning. It is periodically re-explored, expanded, contracted, or modified as needed while students are going about their learning tasks. There are frequent formative evaluation assessments that help students tell how well they are doing on their overall learning task. The final test is so complete and comprehensive that passing the test is a very good measure of having successfully completed the learning task.


 * In the situation discussed above, the test is not hidden. The teacher’s goal is to teach to the test and the students’ goal is to learn to the test. There are many educational situations in which this has always been the case.

Teaching Self-Assessment
This is a work in progress.

Links to California Standards Tests
California Department of Education California Standards Tests (CSTs)


 * http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp

Each set of released test questions (RTQs) is representative of the various content areas measured by items on the California Standards Tests (CSTs). The documents listed below contain RTQs taken from portions of the CSTs from 2003 through 2008.

Math


 * Grade 2 mathematics (PDF; 4MB; 57pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqmath2.pdf


 * Grade 3 mathematics (PDF; 786KB; 35pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqmath3.pdf


 * Grade 4 mathematics (PDF; 753KB; 35pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqmath4.pdf


 * Grade 5 mathematics (PDF; 552 KB; 33pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqmath5.pdf


 * Grade 6 mathematics (PDF; 549KB; 32pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqmath6.pdf


 * Grade 7 mathematics (PDF; 660KB; 36pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqmath7.pdf


 * Geometry (PDF; 818KB; 42pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqgeomapr15.pdf


 * Algebra I (PDF; 671KB; 31pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqalgebra.pdf


 * Algebra II (PDF; 549KB; 29pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqalgebra2.pdf

Science


 * Grade 5 science (PDF; 2MB; 37pp.)  http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqscience5.pdf


 * Grade 8 science (PDF; 3MB; 21pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqscigr8.pdf


 * Biology (PDF; 673KB; 30pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqbiology.pdf


 * Chemistry (PDF; 513KB; 31pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqchemistry.pdf


 * Earth science (PDF; 579KB; 26pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqearthsci.pdf


 * Physics (PDF; 627KB; 32pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqphysics.pdf

English-Language Arts


 * Grade 2 English-language arts (PDF; 819KB; 46pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela2.pdf


 * Grade 3 English-language arts (PDF; 877KB; 45pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela3nw.pdf


 * Grade 4 English-language arts (PDF; 2MB; 73pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela4.pdf


 * Grade 5 English-language arts (PDF; 883KB; 66pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela5.pdf


 * Grade 6 English-language arts (PDF; 991KB; 61pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela6.pdf


 * Grade 7 English-language arts (PDF; 848KB; 69pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela7.pdf


 * Grade 8 English-language arts (PDF; 933KB; 67pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela8.pdf


 * Grade 9 English-language arts (PDF; 2MB; 71pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqelagr9.pdf


 * Grade 10 English-language arts (PDF; 3MB; 76pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqela10.pdf


 * Grade 11 English-language arts (PDF; 798KB; 70pp.) http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqelagr11.pdf

History and Social Science


 * Grade 6-8 History & Social Science http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqhss8.pdf


 * Grade 11 U.S. History – Social Science http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqhssmar18.pdf


 * World History – Social Science http://www.cde.ca.gov/ta/tg/sr/documents/cstrtqhssworld.pdf

California Standardized Testing and Reporting (STAR)

Opening page: http://starsamplequestions.org/

STAR Sample Questions http://starsamplequestions.org/starRTQ/search.jsp

Select Grade Level, Subject, and Performance Level to get a list of sample test questions

We selected: Grade Level 9; Subject Algebra 1 (End of course); Performance Level Proficient

These selections took us to a list of links to questions. We looked at all of the questions. After each question is a list of results showing the percentage of students who chose each answer. We think this is useful information for a teacher or tutor who is preparing a student prior to taking this type of test. Here are three examples:


 * Andy’s average driving speed for a 4-hour trip was 45 miles per hour.
 * During the first 3 hours he drove 40 miles per hour.
 * What was his average speed for the last hour of his trip?


 * A 50 miles per hour
 * B 60 miles per hour
 * C 65 miles per hour
 * D 70 miles per hour


 * Results


 * A 37% of students gave this response.
 * B 44% of students gave this response. (Correct Response)
 * C 14% of students gave this response.
 * D  5% of students gave this response.


 * What is the equation of the line that has a slope of 4 and passes through the point (3, −10)?


 * A y = 4x – 22
 * B y = 4x + 22
 * C y = 4x – 43
 * D y = 4x + 43


 * Results


 * A 52% of students gave this response. (Correct Response)
 * B 21% of students gave this response.
 * C 19% of students gave this response.
 * D  8% of students gave this response.


 * Which equation is equivalent to 5x – 2(7x + 1) = 14x?


 * A ‒9x – 2 = 14x
 * B ‒9x + 1 = 14x
 * C ‒9x + 2 = 14x
 * D 12x – 1 = 14x


 * Results


 * A 59% of students gave this response. (Correct Response)
 * B 11% of students gave this response.
 * C 20% of students gave this response.
 * D  9% of students gave this response.

Links to Oregon Sample Practice Tests
Oregon Department of Education Math Sample Practice Tests


 * http://www.ode.state.or.us/search/page/?id=441

Mathematics Sample Tests in English and Spanish:


 * Grade 3 English (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma-sampletest-gr3_2010-13.pdf


 * Grade 3 Spanish (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma_sampletest_gr3_spn_2010-13.pdf


 * Grade 4 English (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma-sampletest-gr4_2010-13.pdf


 * Grade 4 Spanish (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma_sampletest_gr4_spn_2010-13.pdf


 * Grade 5 English (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma-sampletest-gr5_2010-13.pdf


 * Grade 5 Spanish (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma_sampletest_gr5_spn_2010-13.pdf


 * Grade 6 English (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma-sampletest-gr6_2010-13.pdf


 * Grade 6 Spanish (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma_sampletest_gr6_spn_2010-13.pdf


 * Grade 7 English (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma-sampletest-gr7_2010-13.pdf


 * Grade 7 Spanish (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma_sampletest_gr7_spn_2010-13.pdf


 * Grade 8 English (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma-sampletest-gr8_2010-13.pdf


 * Grade 8 Spanish (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma_sampletest_gr8_spn_2010-13.pdf


 * High School English (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma-sampletest-hs_2010-13.pdf


 * High School Spanish (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/samples/2011_12/ma_sampletest_hs_spn_2010-13.pdf

Mathematics Formulas in English and Spanish:


 * Grades 3-5 English (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/dev/testspecs/formulapage-gr3-5_2010-2011_july-7.pdf


 * Grades 3-5 Spanish (PDF) http://www.ode.state.or.us/teachlearn/testing/admin/formulapage-spn-gr3-5_2010-11_july-7.pdf


 * Grades 6-8 English (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/dev/testspecs/formulapage-gr6-8_2010-2011_july-7.pdf


 * Grades 6-8 Spanish (PDF) http://www.ode.state.or.us/teachlearn/testing/admin/formulapage-spn-gr6-8_2010-11_july-7.pdf


 * High School English (PDF) http://www.ode.state.or.us/wma/teachlearn/testing/dev/testspecs/formulapage-hs_2010-2011_july-7.pdf


 * High School Spanish )PDF( http://www.ode.state.or.us/teachlearn/testing/admin/formulapage-spn-hs_2010-11_july-7.pdf

Links to PSAT Practice Questions & Tests at College Board
The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a program cosponsored by the College Board and National Merit Scholarship Corporation (NMSC). It's a standardized test that provides firsthand practice for the SAT®. It also gives you a chance to enter NMSC scholarship programs and gain access to college and career planning tools.

The PSAT/NMSQT measures:


 * Critical reading skills
 * Math problem-solving skills
 * Writing skills

PSAT/NMSQT http://www.collegeboard.com/student/testing/psat/prep.html

Math Multiple Choice (13 questions) http://www.collegeboard.com/student/testing/psat/prep/multi/multi.html

Reading: Sentence Completion (6 questions) http://www.collegeboard.com/student/testing/psat/prep/completions/completions.html

Reading: Passage-Based Reading (13 questions) http://www.collegeboard.com/student/testing/psat/prep/reading/reading.html

Writing: Identifying Sentence Errors (7 questions) http://www.collegeboard.com/student/testing/psat/prep/iderrors/iderrors.html

Writing: Improving Sentences (7 questions) http://www.collegeboard.com/student/testing/psat/prep/improvsent/improvsent.html

Writing: Improving Paragraphs (5 questions) http://www.collegeboard.com/student/testing/psat/prep/improvpara/improvpara.html

Links to PSAT Practice Questions at Test Preview
PSAT Test Practice Questions http://www.testprepreview.com/psat_practice.htm

Math

Basic Algebra (20 questions) http://www.testprepreview.com/modules/algebra1c.htm

Advanced Algebra (14 questions) http://www.testprepreview.com/modules/algebra2.htm

Averages and Rounding (12 questions) http://www.testprepreview.com/modules/averagesandrounding.htm

Basic Operations (8 questions) http://www.testprepreview.com/modules/basicoperations.htm

Estimation Sequences (10 questions) http://www.testprepreview.com/modules/estimationsequences.htm

Exponents (6 questions) http://www.testprepreview.com/modules/exponents.htm

Fractions & Square Roots (15 questions) http://www.testprepreview.com/modules/fractionsandsquareroots.htm

Geometry (5 questions) http://www.testprepreview.com/modules/geometry.htm

Graphs (16 questions) http://www.testprepreview.com/modules/graphs.htm

Basic Math (40 questions) http://www.testprepreview.com/modules/mathematics1.htm

Intermediate Math (40 questions) http://www.testprepreview.com/modules/mathematics2.htm

Advanced Math (40 questions) http://www.testprepreview.com/modules/mathematics3.htm

Measurement 16 questions) http://www.testprepreview.com/modules/measurement.htm

Percent and Ratios (16 questions) http://www.testprepreview.com/modules/percentandratios.htm

Reading & Writing

Basic Grammar (21 questions) http://www.testprepreview.com/modules/grammarpart1.htm

Intermediate Grammar (21 questions) http://www.testprepreview.com/modules/englishgrammarpart_2.htm

Advanced Grammar (20 questions) http://www.testprepreview.com/modules/grammarpart3.htm

Author's Purpose (10 questions) http://www.testprepreview.com/modules/grammarpart3.htm

Basic Reading Comprehension (45 questions) http://www.testprepreview.com/modules/reading1.htm

Reading for the Main Idea (10 questions) http://www.testprepreview.com/modules/readingmainidea.htm

Advanced Reading Comprehension (44 questions) http://www.testprepreview.com/modules/readingtest2.htm

Sentence Correction (20 questions) http://www.testprepreview.com/modules/sentencecorrectiont.htm

Sentence Correction 2 (21 questions) http://www.testprepreview.com/modules/writing1section2.htm

Links to SAT Practice Questions & Tests at College Board
Free SAT Practice Test http://sat.collegeboard.org/practice/sat-practice-questions?s_kwcid=TC-3529-9409556266-b-1083286003

Math 200-800 points, 70 minutes

44 multiple choice questions: http://sat.collegeboard.org/practice/sat-practice-questions-math-multiple-choice?practiceTestSectionIDKey=QuestionType.MULTIPLE_CHOICE

Click on Start Practicing and you go to:

http://sat.collegeboard.org/practice/practice-test-section-start?pageId=practiceMathMultipleChoiceSetup&practiceTestSectionIDKey=QuestionType.MULTIPLE_CHOICE&conversationId=ConversationStateUID_2&header=Multiple%20Choice&subHeader=SAT%20Math%20Practice%20Questions

10 student-produced responses:

http://sat.collegeboard.org/practice/sat-practice-questions-math-student-produced-response?practiceTestSectionIDKey=QuestionType.STUDENT_PRODUCED_RESPONSE

Click on Start Practicing and you go to:

http://sat.collegeboard.org/practice/practice-test-section-start?pageId=practiceMathStudentProducedSetup&practiceTestSectionIDKey=QuestionType.STUDENT_PRODUCED_RESPONSE&conversationId=ConversationStateUID_4&header=Student-Produced%20Response&subHeader=SAT%20Math%20Practice%20Questions

Reading 200-800 points, 70 minutes

48 Passage-based reading questions:

http://sat.collegeboard.org/practice/sat-practice-questions-passage-based-reading?practiceTestSectionIDKey=QuestionType.PASSAGE_BASED_READING

Click on Start Practicing and you go to

http://sat.collegeboard.org/practice/practice-test-section-start?pageId=practiceReadingPassageBasedSetup&practiceTestSectionIDKey=QuestionType.PASSAGE_BASED_READING&conversationId=ConversationStateUID_7&header=Passage-Based%20Reading&subHeader=SAT%20Reading%20Practice%20Questions

19 Sentence completion questions questions:

http://sat.collegeboard.org/practice/sat-practice-questions-reading-sentence-completion?practiceTestSectionIDKey=QuestionType.SENTENCE_COMPLETION

Click on Start Practicing and you go to:

http://sat.collegeboard.org/practice/practice-test-section-start?pageId=practiceReadingSentenceCompletionSetup&practiceTestSectionIDKey=QuestionType.SENTENCE_COMPLETION&conversationId=ConversationStateUID_8&header=Sentence%20Completion&subHeader=SAT%20Reading%20Practice%20Questions

Writing 200-800 points, 60 minutes

25 Improving Sentences questions:

http://sat.collegeboard.org/practice/sat-practice-questions-writing-improving-sentences?practiceTestSectionIDKey=QuestionType.IMPROVING_SENTENCES

Click on Start Practicing and you go to:

http://sat.collegeboard.org/practice/practice-test-section-start?pageId=practiceWritingImprovingSentencesSetup&practiceTestSectionIDKey=QuestionType.IMPROVING_SENTENCES&conversationId=ConversationStateUID_9

18 Identifying sentence errors questions:

http://sat.collegeboard.org/practice/sat-practice-questions-writing-sentence-errors?practiceTestSectionIDKey=QuestionType.INDENTIFYING_SENTENCE_ERRORS

Click on Start Practicing and you go to:

http://sat.collegeboard.org/practice/practice-test-section-start?pageId=practiceWritingSentenceErrorsSetup&practiceTestSectionIDKey=QuestionType.INDENTIFYING_SENTENCE_ERRORS&conversationId=ConversationStateUID_10

6 Improving Paragraphs questions:

http://sat.collegeboard.org/practice/sat-practice-questions-writing-improving-paragraphs?practiceTestSectionIDKey=QuestionType.IMPROVING_PARAGRAPHS

Click on Start Practicing and you go to:

http://sat.collegeboard.org/practice/practice-test-section-start?pageId=practiceWritingImprovingParagraphsSetup&practiceTestSectionIDKey=QuestionType.IMPROVING_PARAGRAPHS&conversationId=ConversationStateUID_11

1 Essay http://sat.collegeboard.org/practice/writing/sat-essay

Assessment in a Tutoring Environment
This is a work in progress.

Assessment in Project-Based Learning</Center>
This is a work in progress.

7.1 IAE Blog; 7.2 IAE Newsletter; 7.3 IAE-pedia (IAE's Wiki); 7.4 I-A-E Books and Miscellaneous Other .... Clearly, many parts of formal education are important to PBL activities. .... "Assessment" refers to assignments, tasks, and tests that provide information, and "evaluation" refers .... Eugene, OR: Information Age Education. iae-pedia.org/Project-Based_Learning

Peer Assessment</Center>
This is a work in progress.

Authors
This site was developed by Bob Albrecht and Dave Moursund.