Assessing Mathematical Problem Solving Using Comparative Judgement

Autor/inn/en	Jones, Ian; Swan, Malcolm; Pollitt, Alastair
Titel	Assessing Mathematical Problem Solving Using Comparative Judgement
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 1, S.151-177 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9497-6
Schlagwörter	Mathematics Skills; Mathematics Instruction; Problem Solving; Mathematical Logic; Scoring; Mathematics Tests; Evaluation Methods; Validity; Reliability + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Problemlösen; Mathematical logics; Mathematische Logik; Bewertung; Gültigkeit; Reliabilität
Abstract	There is an increasing demand from employers and universities for school leavers to be able to apply their mathematical knowledge to problem solving in varied and unfamiliar contexts. These aspects are however neglected in most examinations of mathematics and, consequentially, in classroom teaching. One barrier to the inclusion of mathematical problem solving in assessment is that the skills involved are difficult to define and assess objectively. We present two studies that test a method called comparative judgement (CJ) that might be well suited to assessing mathematical problem solving. CJ is an alternative to traditional scoring that is based on collective expert judgements of students' work rather than item-by-item scoring schemes. In study 1, we used CJ to assess traditional mathematics tests and found it performed validly and reliably. In study 2, we used CJ to assess mathematical problem-solving tasks and again found it performed validly and reliably. We discuss the implications of the results for further research and the implications of CJ for the design of mathematical problem-solving tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01