Assessment in Mathematics: A Development Approach

Abstract

Assessment is an integral part of teaching and learning. However, as we enter the 21st century the nature, role, importance and place concerning assessment or practices have never been under such rigorous debate and controversy. One view advocated by many educational researchers is that there is a need for new assessment practices to be (i) more in tune with current curriculum content and goals, and (ii) more able to inform teaching initiatives. The philosophy towards assessment in this chapter is synchronous with this view but also adds a further dimension to the defining parameters. The additional focus is that an empirically-based theoretical perspective, which is sensitive to student cognitive development, should underpin assessment initiatives. This chapter addresses this issue by considering one such approach. It does this by first establishing how such a technique is consistent with newer approaches to assessment and then by describing the model in detail. Examples, taken from different mathematics topics are then used to illustrate the ideas advocated. Finally, experiences gained by teachers using the model are provided and discussed.