米国の算数数学教育における評価の展開 -全米数学教師協議会に焦点を当てて-

Abstract

This paper examines the development of school mathematics assessment in the United States. The National Council of Teachers of Mathematics designed the standards, "Curriculum and Evaluation Standards for School Curriculum"(1989), "Professional Standards for Teaching Mathematics"(1991), and "Assessment Standards for School Mathematics"(1995). NCTM later revised these to "Principles and Standards for School Mathematics"(2000). In these standards, NCTM set out to change assessment in school mathematics. In the United States, testing, especially standardized testing, was one of the main assessment tools. However, these tests only show superficial understanding of mathematics and do not promote learning. Therefore, NCTM made a point of changing assessment to "assessment for leaning" in the standards. In addition, NCTM published many books for school mathematics. This paper discusses Mathematics Assessment A Practical Handbook, in which NCTM writes why and how to change classroom assessment and focus on performance assessment to change the idea of classroom assessment in school mathematics. In this books, there are many examples to help readers to rethink assessment with showing of teachers' thinking and their students' work.