Support for informal assessment in mathematics in the context of standards referenced reporting

Abstract

Education in Australian schools is undergoing a significant shift in emphasis in curriculum design. The major focus is on the description of valued student outcomes and the reporting of student achievement in terms of these outcomes. The mechanism for this change is the development and use of standards referenced reporting frameworks. This paper argues that these reporting frameworks - and the nationally developed Mathematics Profile in particular - demand the use of teacher observation as an essential assessment practice if teachers are to report the full range of demonstrated student achievement. Student self-assessment is supported as providing many opportunities for teachers to observe critical aspects of students' learning. The introduction of the Mathematics Profile can be a powerful agent of change in assessment practices in schools. Much effort will be expended on ensuring that valid formal assessment means are available and used. It is the authors' view that attention to and legitimation of informal assessment practices can substantially improve the teaching and learning of mathematics in Australian schools. © 1994 Kluwer Academic Publishers.