NCTM Assessment Standards


The following are the order in which I would place value on these standards within over education/learning as a whole.

  1. The Mathematics Standard – the main goal is for students to learn and understand the basic premises of mathematics.  This should always be tied to real life situations in order to make this relevant and interesting to students!
  2. The Learning Standard – are students learning?  Isn’t that really the bottom line?  Are we really worried about how or why students are learning or which method worked and which didn’t?  Yes, a little; but mostly we just want our students to learn – and enjoy the process!
  3. The Equity Standard – we must always teach to the strengths, weaknesses, qualities, experiences, and expertise of our students.  This is the second most important standard because we are building upon each child’s unique background.  As teachers we must respect where they come from and encourage their journey beyond.
  4. The Openness Standard – as beginning teachers, we must all be completely clear upon our objectives and expected outcomes.  And, if our perceptions do not match up with what we are teaching and how it is being received (learned) then as teachers we must revisit our expectations and our plan with which we are trying to get our students there.
  5. The Inferences Standard – it is important to “monitor” student progress throughout the entire process.  We cannot wait until the end of the unit to assess students.  We must be watching for facial expressions, looking for students who are reluctant to raise their hands and ask questions, and asking students to put their heads down and be able to give a thumbs up or thumbs down for understanding without the entire class knowing.
  6. The Coherence Standard – make sure that assessment matches expected outcomes and that it is used to help instruction and not just “give a grade”
  7. The Mathematics Standard – ensure that our math teaching is aligned with established standards and is presented in a way that encourages real life situations and focuses on tangible concepts.

Katie, what do you think about these standards?  I understand that these are mathematics assessments standards; but I really appreciate how they are worded (from standard 2-5) to be general education standards.  What do you think about “learning” – “coherence” as being applicable for all subjects?

What was your ranking and reasoning?



One thought on “NCTM Assessment Standards

  1. Hi Annette!
    It’s funny reading through this post because the way that we ranked each of the standards didn’t really align. I put openness and equity at the top though I put Inferences and coherence at the bottom. My reasoning for putting the two that I did at the top was I felt that they emphasized the process of learning rather than the learning itself (if you get what I mean) and they focused on making sure that each child’s needs are met within the lesson because all children learn differently. I put the other two at the bottom because I felt like we’ve been taught this way for too long (so it’s a bit stale) or because I felt like it was presenting some idealistic/unrealistic approaches to teaching in the wording.

    I do think that they could be applied to all subjects but there’s just something about the wording (the biases clause) within the Inference Standard that doesn’t sit right with me…


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