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An alternative approach to assessing achievement

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conference contribution
posted on 27.04.2016 by Ian Jones, Ilyas Karadeniz
Traditional exams typically assess general achievement by testing procedural knowledge across a sample of mathematical domains. Here we explore whether achievement can be assessed by testing conceptual understanding across domains. This follows previous work in which we showed that comparative judgement, based on pairwise expert judgements of students’ work rather than rubrics and scoring, can be used to measure understanding of a specific concept (e.g. fractions). In the present study, school students (N = 197) sat open-ended tests sampling a range of concepts, and their responses were comparatively judged. Analysis supported the validity of the approach for assessing general achievement. We conclude that comparative judgement could help improve the assessment of mathematics.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

The 40th Conference of the International Group for the Psychology of Mathematics Education

Citation

JONES, I. and KARADENIZ, I., 2016. An alternative approach to assessing achievement. IN: Proceedings of the 2016 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary, 3-7 August 2016.

Publisher

IGPME (© the authors)

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2016

Language

en

Location

Szeged, Hungary

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