A Comparison Among Three Different Approaches to Mathematics Assessment

Abstract

The same group of Year 10 students undertook three different mathematics assessments. Two of these were based on developmental continua and addressed higher order thinking, but in different ways. The third was a multiple-choice test of mathematical skills and knowledge, appropriate to the Year 10 cohort. Results suggested that although all the assessments were reliable, and no test bias was detected, there were some differences between the assessment outcomes across subgroups and by mathematics course being followed. The implications of these findings for teachers and test developers are discussed.