Large-Scale Mathematics Assessment: Looking Globally to Act Locally

Autor/in	Doig, Brian
Titel	Large-Scale Mathematics Assessment: Looking Globally to Act Locally
Quelle	In: Assessment in Education: Principles, Policy and Practice, 13 (2006) 3, S.265-288 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Stellungnahme; Measurement; Mathematics Achievement; Formative Evaluation; Summative Evaluation; Student Evaluation; Foreign Countries; Item Response Theory; Data Analysis; Feedback; Elementary Secondary Education; Australia; Canada; Czech Republic; France; Greece; Hungary; Japan; Netherlands; Norway; Singapore; Sweden; United Kingdom (England); United Kingdom (Wales); United States + Suchen Sie Ihr Suchwort? Messverfahren; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; Ausland; Item-Response-Theorie; Auswertung; Australien; Kanada; Tschechische Republik; Frankreich; Griechenland; Ungarn; Niederlande; Norwegen; Singapur; Schweden; USA
Abstract	In this paper, I will argue that it is possible to use data from large-scale international and national mathematics assessment programmes, whose attention is on summative achievement, to provide formative information that informs teachers about the effects of their classroom practice. However, to have impact on, and be useful for, classroom practitioners, these achievement data need to be reworked and re-presented in ways that are plausible, provide a basis for inferences about practice, and be appropriate for the intended audience. This paper examines achievement-focused assessment programmes in terms of their aims and approaches, and develops the argument that formative assessment possibilities are present, within these programmes, although usually hidden. Examples are drawn from several sources to support this argument, and demonstrate a variety of approaches that have been taken in the past. Suggestions for further action are made. (Contains 1 table and 6 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10