Introduction

A bridge between standards and the classroom, Learning from Assessment offers opportunities for teachers to examine the inter-relationships between assessment, curriculum, and instruction in order to improve student achievement in mathematics. Focused on what one can learn by examining items from large-scale assessments, this project draws on a collection of eighth-grade assessment items - culled from TIMSS, NAEP, and various states and national projects - to serve as focal points for discussing critical issues that support student learning.

The Learning from Assessment package provides process tools to help teachers:

• Choose or modify assessments to be aligned with local, district, or state standards.
  
• "Cross-map" assessments with selected standards to identify gaps and overlaps in testing of important content.
  
• Plan student learning experiences that reflect standards-based teaching and assessment.
  
• Examine instructional materials and assessments with an eye to standards' alignment within and across grade levels.

Learning from Assessment offers complete sets of materials to be used in professional development sessions with teachers that can easily be adapted for use with local standards and assessments.

• Scripts, black line masters for handouts and transparencies, assessment items, extension ideas and background notes.
  
• Basic sessions have purposely been framed in two-hour modules to encourage use by site-based groups of teachers who meet after school. Although each module can serve as a stand-alone session, the entire package is designed as part of a long-term professional development experience.
  
• Each module has a unique focus and incorporates a variety of techniques that can be adapted for classroom use.
  
• Materials include a related PBS Mathline® video on algebraic thinking.

This work was initially supported by funds from the U.S. Department of Education, Office of Educational Research and Improvement, contract number RJ96006901. Its contents do not necessarily reflect the views or policies of the Department of Education, nor does the mention of trade names, commercial products, or organizations imply endorsement by the United States Government.

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