IJSME2014preprint.pdf (871.21 kB)
Assessing mathematical problem solving using comparative judgement
journal contributionposted on 2015-09-07, 15:07 authored by Ian JonesIan 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.
This work was supported by grants from the Nuffield Foundation and Royal Society.
- Mathematics Education Centre
Published inInternational Journal of Science and Mathematics Education
Pages1 - 27
CitationJONES, 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.
PublisherSpringer / © National Science Council, Taiwan
- AM (Accepted Manuscript)
Publisher statementThis 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/
NotesThis 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