A Call for Improved Teacher Assessment Training

Abstract

This literature review reports on the status of teacher assessment training and assessment practices in relation to the recommendations set forth by the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics (1989). Present methods of assessment used by teachers are not in congruence with the NCTM standards. Furthermore, teachers have not been adequately trained to design, administer, score, or interpret the alternative assessments recommended by the NCTM. Recommendations are made for improved teacher assessment training and research to determine the effectiveness and usefulness of new assessment training programs.