Practice and Theoretical Thinking in Constructing a Developmental Assessment System for Mathematics Ability

Abstract

Mathematics ability, also called mathematics quality, is considered to be a special mental ability, which means ``a steady individual mental characteristic required by completing mathematics activities (study, research, practice) smoothly efficiently; it is a relatively steady mental characteristic formed, developed, and mainly presented during the teaching activities{''} (Zhao, 1987). In recent years, international mathematics assessment projects have paid more and more attention to tests of mathematics ability or mathematics quality. Since the new course reform in our country, a lot of changes have occurred in the ideas, content methods and evaluators of mathematics learning assessment: from traditional identification assessment to developmental assessment based on modern teaching concepts; from paying attention to basic knowledge and abilities to paying attention to the learning processes and methods; from the single assessment method of the written examination to diversified methods including class observation, homework analysis, and student portfolios; and from teachers as the main evaluators to diversification which encourages student to assess each other and themselves (Gong, 2003). Influenced by international and domestic trends in assessment reform, we recognize the need for a mathematics ability assessment framework that is geared to international standards and adaptable to the new course reform in our country.