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Assessing mathematical problem solving using comparative judgement

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journal contribution
posted on 07.09.2015, 15:07 by Ian Jones, Malcolm Swan, Alastair Pollitt
There is an increasing demand from employers and universities for school leavers to be able to apply their mathematical knowledge to problem solving in varied and unfamiliar contexts. These aspects are however neglected in most examinations of mathematics and, consequentially, in classroom teaching. One barrier to the inclusion of mathematical problem solving in assessment is that the skills involved are difficult to define and assess objectively. We present two studies that test a method called comparative judgement (CJ) that might be well suited to assessing mathematical problem solving. CJ is an alternative to traditional scoring that is based on collective expert judgements of students' work rather than item-by-item scoring schemes. In study 1, we used CJ to assess traditional mathematics tests and found it performed validly and reliably. In study 2, we used CJ to assess mathematical problem-solving tasks and again found it performed validly and reliably. We discuss the implications of the results for further research and the implications of CJ for the design of mathematical problem-solving tasks. © 2014 National Science Council, Taiwan.

Funding

This work was supported by grants from the Nuffield Foundation and Royal Society.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

International Journal of Science and Mathematics Education

Pages

1 - 27

Citation

JONES, I., SWAN, M. and POLLITT, A., 2014. Assessing mathematical problem solving using comparative judgement. International Journal of Science and Mathematics Education, 13 (1), pp. 151-177.

Publisher

Springer / © National Science Council, Taiwan

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

2014

Notes

This article was published in the serial, International Journal of Science and Mathematics Education. The final publication is available at Springer via http://dx.doi.org/10.1007/s10763-013-9497-6

ISSN

1571-0068

eISSN

1573-1774

Language

en

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