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Computer aided assessment is rapidly becoming widely used in mathematics education from open access learning materials to interactive materials and online assessments. This book provides a survey of the field, theoretical background and practical examples. It is aimed at any teachers interested in using or developing their own online assessments.
'An Introduction to Assessment' is broken down into several parts - Understanding Assessment; Assessment as a Policy Tool; Assessment for Learning; and The Way Ahead. It concludes with references and a glossary.
This book is the result of a conference sponsored by the Educational Testing Service and the University of Wisconsin's National Center for Research in Mathematical Sciences Education. The purpose of the conference was to facilitate the work of a group of scholars whose interests included the assessment of higher-order understandings and processes in foundation-level (pre-high school) mathematics. Discussions focused on such issues as the purposes of assessment, guidelines for producing and scoring "real-life" assessment activities, and the meanings of such terms as "deeper and higher-order understanding," "cognitive objectives," and "authentic mathematical activities." Assessment was viewed as a critical component of complex, dynamic, and continually adapting educational systems. During the time that the chapters in this book were being written, sweeping changes in mathematics education were being initiated in response to powerful recent advances in technology, cognitive psychology, and mathematics, as well as to numerous public demands for educational reform. These changes have already resulted in significant reappraisals of what it means to understand mathematics, of the nature of mathematics teaching and learning, and of the real-life situations in which mathematics is useful. The challenge was to pursue assessment-related initiatives that are systematically valid, in the sense that they work to complement and enhance other improvements in the educational system rather than act as an impediment to badly needed curriculum reforms. To address these issues, most chapters in this book focus on clarifying and articulating the goals of assessment and instruction, and they stress the content of assessment above its mode of delivery. Computer- or portfolio-based assessments are interpreted as means to ends, not as ends in themselves. Assessment is conceived as an ongoing documentation process, seamless with instruction, whose quality hinges upon its ability to provide complete and appropriate information as needed to inform priorities in instructional decision making. This book tackles some of the most complicated issues related to assessment, and it offers fresh perspectives from leaders in the field--with the hope that the ultimate consumer in the instruction/assessment enterprise, the individual student, will reclaim his or her potential for self-directed mathematics learning.
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This book provides an overview of current research on a variety of topics related to both large-scale and classroom assessment. First, the purposes, traditions and principles of assessment are considered, with particular attention to those common to all levels of assessment and those more connected with either classroom or large-scale assessment. Assessment design based on sound assessment principles is discussed, differentiating between large-scale and classroom assessment, but also examining how the design principles overlap. The focus then shifts to classroom assessment and provides specific examples of assessment strategies, before examining the impact of large-scale assessment on curriculum, policy, instruction, and classroom assessment. The book concludes by discussing the challenges that teachers currently face, as well as ways to support them. The book offers a common language for researchers in assessment, as well as a primer for those interested in understanding current work in the area of assessment. In summary, it provides the opportunity to discuss large-scale and classroom assessment by addressing the following main themes: ·Purposes, Traditions and Principles of Assessment ·Design of Assessment Tasks ·Classroom Assessment in Action ·Interactions of Large-Scale and Classroom Assessment ·Enhancing Sound Assessment Knowledge and Practices It also suggests areas for future research in assessment in mathematics education.
Addressing both theory and practice, this text offers a comprehensive evaluation of many key aspects of computer-assisted assssment (CAA).
This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.