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Those who advocated this approach failed to understand that what they
proposed would in essence be a comparison of apples and oranges. If one
gave a traditional test that leaned heavily on the ability to perform symbolic
manipulations, "reform" students would be at a disadvantage because they
had not practiced computational skills. If one gave a test that was technology-
dependent or that had a heavy modeling component, traditional students
would be at a disadvantage because technology and modeling had not been a
large part of their curriculum. Either way, giving a test and comparing scores
would be unfair. The appropriate way to proceed was to look at the
curriculum, identifying important topics and specifying what it means to
have a conceptual understanding of them. With this kind of information,
individual institutions and departments (and the profession as a whole, if it
wished) could then decide which aspec

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