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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/28439

Title: Peer assessment of mathematical understanding using comparative judgement
Authors: Jones, Ian
Sirl, David
Issue Date: 2017
Publisher: NCM
Citation: JONES, I. and SIRL, D., 2017. Peer assessment of mathematical understanding using comparative judgement. Nordic Studies in Mathematics Education, 22(4), pp. 147-164 .
Abstract: It is relatively straightforward to assess procedural knowledge and difficult to assess conceptual understanding in mathematics. One reason is that conceptual understanding is better assessed using open-ended test questions that invite an unpredictable variety of responses that are difficult to mark. Recently a technique, called comparative judgement, has been developed that enables the reliable and valid scoring of open-ended tests. We applied this technique to the peer assessment of calculus on a first-year mathematics module. We explored the reliability and criterion validity of the outcomes using psychometric methods and a survey of participants. We report evidence that the assessment activity was reliable and valid, and discuss the strengths and limitations, as well as the practical implications, of our findings.
Description: This paper is in closed access until December 2019.
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/28439
Publisher Link: http://ncm.gu.se/node/9085
ISSN: 1104-2176
Appears in Collections:Closed Access (Maths)

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