id: 06419767
dt: j
an: 2015c.00403
au: Jones, Ian; Swan, Malcolm; Pollitt, Alastair
ti: Assessing mathematical problem solving using comparative judgement.
so: Int. J. Sci. Math. Educ. 13, No. 1, 151-177 (2015).
py: 2015
pu: Springer Netherlands, Dordrecht
la: EN
cc: D50 D60 G30
ut: assessment; comparative judgement; examinations; mathematical problem
solving; reliability; validity
ci:
li: doi:10.1007/s10763-013-9497-6
ab: Summary: 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
studentsâ€™ 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.
rv: