Diagnostic assessment for mathematics in a distance learning context

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dc.contributor.authorBohlmann, C A
dc.contributor.authorFletcher, L
dc.date.accessioned2018-02-05T08:48:34Z
dc.date.available2018-02-05T08:48:34Z
dc.date.issued2008
dc.date.updated2016-01-15T07:10:40Z
dc.description.abstractThe idea of a diagnostic process to identify students likely to benefit from additional support originated from two separate investigations relating to the performance of entry-level mathematics students at the University of South Africa (UNISA). One project explored the relationship between reading skill and mathematical performance. This resulted in a reading intervention programme for students of mathematics. The other project considered an alternative method of assessment. This article explains why and how diagnostic assessment was developed for students who enrolled for the UNISA Mathematics Access Module. The article gives some initial the results, and an analysis of examination performance related to the risk categories identified by the diagnostic assessment.
dc.identifier.apacitationBohlmann, C. A., & Fletcher, L. (2008). Diagnostic assessment for mathematics in a distance learning context. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/27254en_ZA
dc.identifier.chicagocitationBohlmann, C A, and L Fletcher "Diagnostic assessment for mathematics in a distance learning context." <i>South African Journal of Higher Education</i> (2008) http://hdl.handle.net/11427/27254en_ZA
dc.identifier.citationBohlmann, C. A., & Fletcher, L. (2008). Diagnostic assessment for mathematics in a distance learning context. South African Journal of Higher Education, 22(3), 556-574.
dc.identifier.ris TY - Journal Article AU - Bohlmann, C A AU - Fletcher, L AB - The idea of a diagnostic process to identify students likely to benefit from additional support originated from two separate investigations relating to the performance of entry-level mathematics students at the University of South Africa (UNISA). One project explored the relationship between reading skill and mathematical performance. This resulted in a reading intervention programme for students of mathematics. The other project considered an alternative method of assessment. This article explains why and how diagnostic assessment was developed for students who enrolled for the UNISA Mathematics Access Module. The article gives some initial the results, and an analysis of examination performance related to the risk categories identified by the diagnostic assessment. DA - 2008 DB - OpenUCT DP - University of Cape Town J1 - South African Journal of Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2008 T1 - Diagnostic assessment for mathematics in a distance learning context TI - Diagnostic assessment for mathematics in a distance learning context UR - http://hdl.handle.net/11427/27254 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/27254
dc.identifier.vancouvercitationBohlmann CA, Fletcher L. Diagnostic assessment for mathematics in a distance learning context. South African Journal of Higher Education. 2008; http://hdl.handle.net/11427/27254.en_ZA
dc.language.isoeng
dc.publisher.departmentDepartment of Mathematics and Applied Mathematicsen_ZA
dc.publisher.facultyFaculty of Scienceen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceSouth African Journal of Higher Education
dc.source.urihttp://www.journals.ac.za/index.php/sajhe
dc.titleDiagnostic assessment for mathematics in a distance learning context
dc.typeJournal Article
uct.type.filetypeText
uct.type.filetypeImage
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