Drake, Pat, Wake, Geoff and Noyes, Andy (2009) Seeking authenticity in high stakes mathematics assessment. In: European Conference on Education Research, 28 - 30 September 2009, Vienna, Austria.
This article derives from a scrutiny of over 100 national secondary mathematics examination papers in England, conducted as part of the Evaluating Mathematics Pathways project 2007-2010 by a team of eight researchers. The focus in this article is of the extent to which mathematics assessment items reflect and represent the current curriculum drive for increased mathematical applications in the curriculum. We show that whilst mathematics is represented as a human activity in the examinations, peopling assessment items may serve actually only to disguise the routinised calculations and procedural reasoning that largely remains the focus of the assessments, with the effect that classroom mathematics remains unchanged. We suggest that there are more opportunities for assessment items to illustrate mathematics in use, and we draw attention to ways of assessing mathematics that allow these opportunities to be taken.
|Item Type:||Conference or Workshop Item (Paper)|
|Additional Information:||This article derives from a scrutiny of over 100 national secondary mathematics examination papers in England, conducted as part of the Evaluating Mathematics Pathways project 2007-2010 commissioned by the Qualifications and Curriculum Authority in England to evaluate pilot qualifications in mathematics.|
|Keywords:||Realistic mathematics assessment; mathematics as a human activity; authenticity|
|Schools and Departments:||School of Education and Social Work > Education|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher education > LB2361 Curriculum|
|Depositing User:||Pat Drake|
|Date Deposited:||12 May 2010|
|Last Modified:||15 Jul 2015 14:13|
|Google Scholar:||1 Citations|