Diagnostic assessment for mathematics in a distance learning context

dc.contributor.authorBohlmann, Carol Aen_ZA
dc.contributor.authorFletcher, Lizelleen_ZA
dc.date.accessioned2014-11-29T17:35:56Z
dc.date.available2014-11-29T17:35:56Z
dc.date.issued2008en_ZA
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.en_ZA
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/11427/9837en_ZA
dc.identifier.chicagocitationBohlmann, Carol A, and Lizelle Fletcher "Diagnostic assessment for mathematics in a distance learning context." <i>South African Journal of Higher Education</i> (2008) http://hdl.handle.net/11427/9837en_ZA
dc.identifier.citationBohlmann, C., Fletcher, L. 2008. Diagnostic assessment for mathematics in a distance learning context. South African Journal of Higher Education.en_ZA
dc.identifier.issn1011-3487en_ZA
dc.identifier.ris TY - Journal Article AU - Bohlmann, Carol A AU - Fletcher, Lizelle 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 SM - 1011-3487 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/11427/9837 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9837
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/11427/9837.en_ZA
dc.language.isoengen_ZA
dc.publisherUnisa Pressen_ZA
dc.publisher.departmentDean's Office: CHEDen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceSouth African Journal of Higher Educationen_ZA
dc.source.urihttp://dx.doi.org/10.4314/sajhe.v22i3.25802 en_ZA
dc.titleDiagnostic assessment for mathematics in a distance learning contexten_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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