Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theory

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dc.contributor.authorDunne, Timen_ZA
dc.contributor.authorLong, Carolineen_ZA
dc.contributor.authorCraig, Tracy Sen_ZA
dc.contributor.authorVenter, Elsieen_ZA
dc.date.accessioned2014-10-28T14:12:23Z
dc.date.available2014-10-28T14:12:23Z
dc.date.issued2012en_ZA
dc.description.abstractThe challenges inherent in assessing mathematical proficiency depend on a number of factors, amongst which are an explicit view of what constitutes mathematical proficiency, an understanding of how children learn and the purpose and function of teaching. All of these factors impact on the choice of approach to assessment. In this article we distinguish between two broad types of assessment, classroom-based and systemic assessment. We argue that the process of assessment informed by Rasch measurement theory (RMT) can potentially support the demands of both classroom-based and systemic assessment, particularly if a developmental approach to learning is adopted, and an underlying model of developing mathematical proficiency is explicit in the assessment instruments and their supporting material. An example of a mathematics instrument and its analysis which illustrates this approach, is presented. We note that the role of assessment in the 21st century is potentially powerful. This influential role can only be justified if the assessments are of high quality and can be selected to match suitable moments in learning progress and the teaching process. Users of assessment data must have sufficient knowledge and insight to interpret the resulting numbers validly, and have sufficient discernment to make considered educational inferences from the data for teaching and learning responses.en_ZA
dc.identifier.apacitationDunne, T., Long, C., Craig, T. S., & Venter, E. (2012). Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theory. <i>Pythagoras</i>, http://hdl.handle.net/11427/8883en_ZA
dc.identifier.chicagocitationDunne, Tim, Caroline Long, Tracy S Craig, and Elsie Venter "Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theory." <i>Pythagoras</i> (2012) http://hdl.handle.net/11427/8883en_ZA
dc.identifier.citationDunne, T., Long, C., Craig, T., Venter, E. 2012. Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theory. Pythagoras.en_ZA
dc.identifier.issn1012-2346en_ZA
dc.identifier.ris TY - Journal Article AU - Dunne, Tim AU - Long, Caroline AU - Craig, Tracy S AU - Venter, Elsie AB - The challenges inherent in assessing mathematical proficiency depend on a number of factors, amongst which are an explicit view of what constitutes mathematical proficiency, an understanding of how children learn and the purpose and function of teaching. All of these factors impact on the choice of approach to assessment. In this article we distinguish between two broad types of assessment, classroom-based and systemic assessment. We argue that the process of assessment informed by Rasch measurement theory (RMT) can potentially support the demands of both classroom-based and systemic assessment, particularly if a developmental approach to learning is adopted, and an underlying model of developing mathematical proficiency is explicit in the assessment instruments and their supporting material. An example of a mathematics instrument and its analysis which illustrates this approach, is presented. We note that the role of assessment in the 21st century is potentially powerful. This influential role can only be justified if the assessments are of high quality and can be selected to match suitable moments in learning progress and the teaching process. Users of assessment data must have sufficient knowledge and insight to interpret the resulting numbers validly, and have sufficient discernment to make considered educational inferences from the data for teaching and learning responses. DA - 2012 DB - OpenUCT DP - University of Cape Town J1 - Pythagoras LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 SM - 1012-2346 T1 - Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theory TI - Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theory UR - http://hdl.handle.net/11427/8883 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8883
dc.identifier.vancouvercitationDunne T, Long C, Craig TS, Venter E. Meeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theory. Pythagoras. 2012; http://hdl.handle.net/11427/8883.en_ZA
dc.language.isoengen_ZA
dc.publisherAOSISen_ZA
dc.publisher.departmentADP: Numeracy Centreen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsAttribution 3.0 Unporteden_ZA
dc.rights.urihttps://creativecommons.org/licenses/by/3.0/en_ZA
dc.sourcePythagorasen_ZA
dc.source.urihttp://dx.doi.org/10.4102/pythagoras.v33i3.19en_ZA
dc.titleMeeting the requirements of both classroom-based and systemic assessment of mathematics proficiency: the potential of Rasch measurement theoryen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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