ERIC Number: EJ1090172
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: 30
Assessing "Functionality" in School Mathematics Examinations: What Does Being Human Have to Do with It?
Drake, Pat; Wake, Geoff; Noyes, Andrew
Research in Mathematics Education, v14 n3 p237-252 2012
This article analyses aspects of the process of developing "functional" assessments of mathematics at the end of compulsory schooling in England. A protocol that was developed for scrutinising assessment items is presented. This protocol includes an indicator of the "authenticity" of each assessment item. The data are drawn from scrutiny of 589 assessment items from thirty-nine formal unseen examinations taken by students aged sixteen, and the article illustrates ways that mathematics is presented in different contexts in examinations. We suggest that currently the "human face" of the questions may serve to disguise routine calculations, and we argue that, in formal examinations, connections between mathematics assessments situated in context and functional mathematics have yet to be established.
Descriptors: Mathematics, Mathematics Instruction, Mathematics Tests, Performance Based Assessment, Foreign Countries, Mathematics Skills, Problem Solving, Test Items, Secondary Education, Comparative Analysis, International Assessment, Mathematics Achievement
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)