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Peer assessment of mathematical understanding using comparative judgement

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journal contribution
posted on 08.02.2018 by Ian Jones, David Sirl
It is relatively straightforward to assess procedural knowledge and difficult to assess conceptual understanding in mathematics. One reason is that conceptual understanding is better assessed using open-ended test questions that invite an unpredictable variety of responses that are difficult to mark. Recently a technique, called comparative judgement, has been developed that enables the reliable and valid scoring of open-ended tests. We applied this technique to the peer assessment of calculus on a first-year mathematics module. We explored the reliability and criterion validity of the outcomes using psychometric methods and a survey of participants. We report evidence that the assessment activity was reliable and valid, and discuss the strengths and limitations, as well as the practical implications, of our findings.

History

School

  • Science

Department

  • Mathematical Sciences

Published in

Nordic Studies in Mathematics Education

Volume

22

Issue

4

Pages

147 - 164 (17)

Citation

JONES, I. and SIRL, D., 2017. Peer assessment of mathematical understanding using comparative judgement. Nordic Studies in Mathematics Education, 22(4), pp. 147-164 .

Publisher

NCM

Version

AM (Accepted Manuscript)

Publisher statement

This paper was accepted for publication in the journal Nordic Studies in Mathematics Education and the definitive published version is available at http://ncm.gu.se/nomad

Acceptance date

01/11/2017

Publication date

2017

ISSN

1104-2176

Language

en

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