The Coherence Standard

ASSESSMENT STANDARDS: The Coherence Standard
This standard connects Assessment should be a coherent process.

the other standards to
assessment systems,
assessment purposes, Coherence in assessment involves three types of
curriculum, and agreement. First, the assessment process forms a
instruction. coherent whole; the phases fit together. Second, the
assessment matches the purposes for which it is being
done. When the design, evidence-gathering, evidence-
interpreting, and action phases of the assessment process
are consistent with one another and with the purposes of
the assessment, it has educational value. Third, the
assessment is aligned with the curriculum and with
instruction. Students learning connects with their
assessment experiences.
A coherent mathematics assessment system assures that

assessors will develop activities and performance criteria
tailored to the purposes of each assessment. An
assessment framework is useful in judging whether all
parts of the process are in harmony, from the design stage
to the stage of reporting and using results. The
assessment process then unfolds as a logical and
coherent whole.
The Coherence Standard has several implications. Just as

no single instrument section makes a great orchestra, a
coherent mathematics assessment system cannot be
based on paper-and-pencil tests alone. Instead, a balance
among appropriate and diverse assessment activities can
help all students learn.
See "A Balanced A coherent mathematics assessment system requires that
Assessment System"
on page 60 for an
activities be chosen that are appropriate to the purpose at
example of assessment hand. A teacher would not use a test on linear equations to
activities where all assess students knowledge of quadratic equations, or a
students can learn. test of procedural skills to indicate students conceptual
knowledge, or a computation test to assess problem-
solving performance.
Coherence in assessment, however, raises broader issues

than simply selecting an appropriate test or activity.
Coherence relates to all aspects of the assessment
process.
"The purpose of an External assessment programs are moving away from an
assessment should
dictate the kinds of
extensive reliance on machine-scored multiple-choice
questions asked, the items to a greater use of performance tasks and to the use
methods employed, of multiple sources of information. Assessment activities
and the uses of the for such programs, however, can be expensive to develop,
resulting information."
administer, and score. The programs may entail costs in
NCTM (1989, p. 199) the form of instructional time taken away from other
activities if they are not integrated into instruction. Greater
investments of time and funding may be required, which
means that people may expect more information from the
assessments. As assessment programs change, the
pressure to make a single assessment serve multiple
purposes is likely to increase. Consequently, special
vigilance may be needed to assure that all the uses to
which assessment information is being put are in harmony
with the purposes of the assessment.
Mathematics teachers organize, conduct, and interpret

assessments as part of their ongoing mathematics
instruction. When mathematics assessment is a coherent
process, teachers and students benefit because they are
not confronted by conflicting demands. Attention to
coherence underscores the principle that assessment
needs to be in step with instruction. When assessment fits
the curriculum, students can see that assessment
activities not only are related to the mathematics they
have learned but also serve clear goals. As students
understand how assessment is connected to what they are
learning, an increase can be expected in the number of
students who will choose to continue their study of
mathematics.
"Assessment is the Assessment developers in local and provincial or state
guidance system of
education just as
agencies play a vital role in making sure that the
standards are the assessments of students mathematics learning form a
guidance system of harmonious whole as they progress through school. A
reform." single assessment touches only a part of the mathematics
Mathematical
that students know and can use, but the totality of the
Sciences Education assessments students encounter provides a
Board (1993, p. 2) comprehensive picture of their knowledge, skill, and
understanding.
To determine how coherent an assessment process is, ask

questions such as these:
How is professional judgment used to ensure that

the various parts of the assessment process form a
coherent whole?
How do students view the connection between

instruction and assessment?
How does the assessment match its purposes with

its uses?
How does the assessment match the curriculum and

instructional practice?
How can assessment practice inform teachers as

they make curriculum decisions and determine their
instructional practices?
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Copyright 1995 by the National Council of Teachers of Mathematics.

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ASSESSMENT STANDARDS: The Coherence Standard

This standard connects Assessment should be a coherent process.

A coherent mathematics assessment system assures that

The Coherence Standard has several implications. Just as

Coherence in assessment, however, raises broader issues

Mathematics teachers organize, conduct, and interpret

To determine how coherent an assessment process is, ask

How is professional judgment used to ensure that

How do students view the connection between

How does the assessment match its purposes with

How does the assessment match the curriculum and

How can assessment practice inform teachers as

Home | Table of Contents | Purchase | Resources | NCTM Home | Illuminations Website

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