A Comparison Among Three Different Approaches to Mathematics Assessment

Title
A Comparison Among Three Different Approaches to Mathematics Assessment
Publication Date
2003
Author(s)
Callingham, Rosemary Anne
Editor
Editor(s): Leicha Bragg, Coral Campbell, Georgina Herbert, Judith Mousley
Type of document
Conference Publication
Language
en
Entity Type
Publication
Publisher
Mathematics Education Research Group of Australasia (MERGA)
Place of publication
Melbourne, Australia
UNE publication id
une:11098
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.
Link
Citation
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
ISBN
1920846034
1920846018
Start page
183
End page
190

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