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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/21090

Title: An alternative approach to assessing achievement
Authors: Jones, Ian
Karadeniz, Ilyas
Keywords: Mathematics
Issue Date: 2016
Publisher: IGPME (© the authors)
Citation: JONES, I. and KARADENIZ, I., 2016. An alternative approach to assessing achievement. IN: Proceedings of the 2016 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary, 3-7 August 2016.
Abstract: Traditional exams typically assess general achievement by testing procedural knowledge across a sample of mathematical domains. Here we explore whether achievement can be assessed by testing conceptual understanding across domains. This follows previous work in which we showed that comparative judgement, based on pairwise expert judgements of students’ work rather than rubrics and scoring, can be used to measure understanding of a specific concept (e.g. fractions). In the present study, school students (N = 197) sat open-ended tests sampling a range of concepts, and their responses were comparatively judged. Analysis supported the validity of the approach for assessing general achievement. We conclude that comparative judgement could help improve the assessment of mathematics.
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/21090
Publisher Link: http://www.igpme.org/index.php/
Appears in Collections:Conference Papers (Mathematics Education Centre)

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