CERME11_TWG21_v(3).pdf (113.31 kB)
Introduction to the papers of TWG21: Assessment in mathematics education
conference contribution
posted on 2019-05-28, 08:53 authored by Paola Iannone, Michal Ayalon, Johannes Beck, Jeremy Hodgen, Francesca MorselliTWG21 met for the second time in Utrecht at CERME11 and in this conference we sought to continue
the work started at CERME10. The aim of the previous meeting was to ascertain where the interest
of our community is when thinking about assessment, and to maintain the focus firmly on
mathematics. At CERME11 we discussed 14 papers and 3 posters which helped defining such
interest. We noticed again a variety of focal points: from validation of large-scale assessment
instruments, to the affordances and drawbacks of online assessment – especially in the university
context - to the details of construction of individualised feedback. As in the previous meeting the
papers also presented a variety of methodologies: from large quantitative studies to more nuanced
qualitative investigations. Among the submissions we also received papers related to students’
perspectives and teachers’ perspectives on assessment. These themes were not prominent in the past
meeting of the group and we welcomed the new perspectives they brought. Finally, we decided to
group papers together that indicated the role that mathematics has in the assessment: this is to say
papers that focus on the specifics of mathematics, such as assessing proof.
History
School
- Science
Department
- Mathematics Education Centre
Citation
IANNONE, P. ... et al., 2019. Introduction to the papers of TWG21: Assessment in mathematics education. IN: Jankvist, U. ,van den Heuvel-Panhuizen, M. and Veldhuis., M. (eds.) Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), February 6 – 10, 2019, Utrecht. Utrecht, the Netherlands: Freudenthal Group & Freudenthal Institute, Utrecht University and ERME, pp.4037-4040.Publisher
© the Authors. Published by Freudenthal Group & Freudenthal Institute, Utrecht University.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/Acceptance date
2019-05-15Publication date
2019Notes
This is a conference paper.ISBN
9789073346758Publisher version
Language
- en
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