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|Title:||A Comparison Among Three Different Approaches to Mathematics Assessment||Contributor(s):||Callingham, Rosemary Anne (author)||Publication Date:||2003||Handle Link:||https://hdl.handle.net/1959.11/10902||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.||Publication Type:||Conference Publication||Conference Name:||MERGA 26: 26th Annual Conference of the Mathematics Education Research Group of Australasia, Geelong, Australia, 6th - 10th July, 2003||Conference Details:||MERGA 26: 26th Annual Conference of the Mathematics Education Research Group of Australasia, Geelong, Australia, 6th - 10th July, 2003||Source of Publication:||MERINO: Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia, v.1, p. 183-190||Publisher:||MERGA: Mathematics Education Research Group of Australasia Inc||Place of Publication:||Melbourne, Australia||Field of Research (FOR):||130399 Specialist Studies in Education not elsewhere classified||Socio-Economic Outcome Codes:||930301 Assessment and Evaluation of Curriculum||Peer Reviewed:||Yes||HERDC Category Description:||E1 Refereed Scholarly Conference Publication||Other Links:||http://www.merga.net.au/documents/RR_callingham.pdf||Statistics to Oct 2018:||Visitors: 153
|Appears in Collections:||Conference Publication|
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