Equity in Mathematics Assessment

Hoyun Cho

Abstract


We, as teachers and educators, believe that every student has their own learning style. NCTM (2000) states, “Equity does not mean that every student should receive identical instruction; instead, it demands that reasonable and appropriate accommodations be made as needed to promote access and attainment for all students” (p. 12). Teachers often prepare differentiated instruction, but do not prepare differentiated assessment. Not all students show their understanding of mathematics in the same way. This paper discusses equity in mathematics assessment, which means how teachers promote equity in classrooms with various assessments. This paper also provides ideas and examples for assessments in mathematics.

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