An Analysis of Unit Assessments in Elementary-School Mathematics Textbooks

Abstract

The 2015 revised elementary-school curriculum reduced the number of standardized tests in favor of course-centered assessments. As a consequence, textbook unit assessments have become more central and important. The present study analyzes unit assessments in elementary-school mathematics textbooks, developed in accordance with the 2015 revised curriculum, to determine whether they provide even coverage of mathematical content and competencies. The findings show that main lesson content is covered evenly in unit assessments, although a few topics are omitted and others (not covered in the main lessons) may be unfamiliar to students. The findings also reveal some bias in unit assessments, related to mathematical competencies. Based on these results, the present study identifies issues that need to be considered during the development of future textbooks and unit assessments.