The Progressive Continuum of Assessment to Modeling

摘要

Often we are so entrenched in the educational systems in which we teach that it is difficult to step outside of our methods and include innovation in the areas of student evaluation and categorization and learning assessment. In this paper, I ask, What methodologies might be appropriate for an examination of the development of mathematical language and how does this relate to second language acquisition? I offer comments on several forms of assessment currently in use in the public school system of the United States, and propose some innovative ideas to alter the ways we use to look at the development of learning.