Student knowledge can be broken down into conceptual knowledge (including facts learned) and procedural knowledge (including, in mathematics, ability to perform certain algorithmic processes).  Problem-solving skills include student ability to select and apply the knowledge learned and algorithmic processes mastered to rich, engaging situations.

    The framework portrayed on the preceding page provides a structure for the eighth-grade and eleventh-grade tests.  It characterizes the mathematics to be assessed not only as involving either knowledge or problem-solving skills, but also as falling into one or more of four content clusters.

1. Number Sense, Concepts, and Applications


2. Spatial Sense and Geometry


3. Data Analysis, Probability, Statistics, and Discrete Mathematics
   
4. Patterns, Functions, and Algebra

These clusters unavoidably contain some overlapping content, since mathematical topics are not disconnected but are part of an interconnected whole.

     Based on their deliberations, the mathematics assessment committees (Appendices B and C) assigned percentages to indicate how point values on any individual test should be distributed among the four clusters. The committees' recommendations are set forth in the following table: