A Comparison Among Three Different Approaches to Mathematics Assessment

Rosemary Anne Callingham

A Comparison Among Three Different Approaches to Mathematics Assessment

Rosemary Anne Callingham

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

The same group of Year 10 students undertook three different mathematics assessments. Two of these were based on developmental continua and addressed higher order thinking, but in different ways. The third was a multiple-choice test of mathematical skills and knowledge, appropriate to the Year 10 cohort. Results suggested that although all the assessments were reliable, and no test bias was detected, there were some differences between the assessment outcomes across subgroups and by mathematics course being followed. The implications of these findings for teachers and test developers are discussed.

Original language	English
Title of host publication	MERINO: Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia
Editors	Leicha Bragg, Coral Campbell, Georgina Herbert, Judith Mousley
Place of Publication	Melbourne, Australia
Publisher	Mathematics Education Research Group of Australasia (MERGA)
Pages	183-190
Volume	1
ISBN (Print)	1920846034, 1920846018
Publication status	Published - 2003
Event	MERGA 26: 26th Annual Conference of the Mathematics Education Research Group of Australasia - Geelong, Australia Duration: 6 Jul 2003 → 10 Jul 2003

Conference

Conference	MERGA 26: 26th Annual Conference of the Mathematics Education Research Group of Australasia
City	Geelong, Australia
Period	6/07/03 → 10/07/03

Keywords

Specialist Studies in Education

Access to Document

https://hdl.handle.net/1959.11/10902

Handle.net

Persistent link

Cite this

Callingham, R. A. (2003). A Comparison Among Three Different Approaches to Mathematics Assessment. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds.), MERINO: Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 1, pp. 183-190). Mathematics Education Research Group of Australasia (MERGA). https://hdl.handle.net/1959.11/10902

Callingham, Rosemary Anne. / A Comparison Among Three Different Approaches to Mathematics Assessment. MERINO: Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. editor / Leicha Bragg ; Coral Campbell ; Georgina Herbert ; Judith Mousley. Vol. 1 Melbourne, Australia : Mathematics Education Research Group of Australasia (MERGA), 2003. pp. 183-190

@inproceedings{3220500025474819ad7b5b912b77c76e,

title = "A Comparison Among Three Different Approaches to Mathematics Assessment",

abstract = "The same group of Year 10 students undertook three different mathematics assessments. Two of these were based on developmental continua and addressed higher order thinking, but in different ways. The third was a multiple-choice test of mathematical skills and knowledge, appropriate to the Year 10 cohort. Results suggested that although all the assessments were reliable, and no test bias was detected, there were some differences between the assessment outcomes across subgroups and by mathematics course being followed. The implications of these findings for teachers and test developers are discussed.",

keywords = "Specialist Studies in Education",

author = "Callingham, \{Rosemary Anne\}",

year = "2003",

language = "English",

isbn = "1920846034",

volume = "1",

pages = "183--190",

editor = "Leicha Bragg and Coral Campbell and Georgina Herbert and Judith Mousley",

booktitle = "MERINO: Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia",

publisher = "Mathematics Education Research Group of Australasia (MERGA)",

note = "MERGA 26: 26th Annual Conference of the Mathematics Education Research Group of Australasia ; Conference date: 06-07-2003 Through 10-07-2003",

}

Callingham, RA 2003, A Comparison Among Three Different Approaches to Mathematics Assessment. in L Bragg, C Campbell, G Herbert & J Mousley (eds), MERINO: Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. vol. 1, Mathematics Education Research Group of Australasia (MERGA), Melbourne, Australia, pp. 183-190, MERGA 26: 26th Annual Conference of the Mathematics Education Research Group of Australasia, Geelong, Australia, 6/07/03. <https://hdl.handle.net/1959.11/10902>

A Comparison Among Three Different Approaches to Mathematics Assessment. / Callingham, Rosemary Anne.
MERINO: Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Leicha Bragg; Coral Campbell; Georgina Herbert; Judith Mousley. Vol. 1 Melbourne, Australia: Mathematics Education Research Group of Australasia (MERGA), 2003. p. 183-190.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - A Comparison Among Three Different Approaches to Mathematics Assessment

AU - Callingham, Rosemary Anne

PY - 2003

Y1 - 2003

N2 - The same group of Year 10 students undertook three different mathematics assessments. Two of these were based on developmental continua and addressed higher order thinking, but in different ways. The third was a multiple-choice test of mathematical skills and knowledge, appropriate to the Year 10 cohort. Results suggested that although all the assessments were reliable, and no test bias was detected, there were some differences between the assessment outcomes across subgroups and by mathematics course being followed. The implications of these findings for teachers and test developers are discussed.

AB - The same group of Year 10 students undertook three different mathematics assessments. Two of these were based on developmental continua and addressed higher order thinking, but in different ways. The third was a multiple-choice test of mathematical skills and knowledge, appropriate to the Year 10 cohort. Results suggested that although all the assessments were reliable, and no test bias was detected, there were some differences between the assessment outcomes across subgroups and by mathematics course being followed. The implications of these findings for teachers and test developers are discussed.

KW - Specialist Studies in Education

UR - http://www.merga.net.au/documents/RR_callingham.pdf

M3 - Conference contribution

SN - 1920846034

SN - 1920846018

VL - 1

SP - 183

EP - 190

BT - MERINO: Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia

A2 - Bragg, Leicha

A2 - Campbell, Coral

A2 - Herbert, Georgina

A2 - Mousley, Judith

PB - Mathematics Education Research Group of Australasia (MERGA)

CY - Melbourne, Australia

T2 - MERGA 26: 26th Annual Conference of the Mathematics Education Research Group of Australasia

Y2 - 6 July 2003 through 10 July 2003

ER -

Callingham RA. A Comparison Among Three Different Approaches to Mathematics Assessment. In Bragg L, Campbell C, Herbert G, Mousley J, editors, MERINO: Mathematics Education Research: Innovation, Networking, Opportunity. Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia. Vol. 1. Melbourne, Australia: Mathematics Education Research Group of Australasia (MERGA). 2003. p. 183-190

A Comparison Among Three Different Approaches to Mathematics Assessment

Abstract

Conference

Keywords

Access to Document

Handle.net

Fingerprint

Cite this