NOMAD sökresultat

  1. NOMAD 22(4), 2017

    Peer assessment of mathematical understanding using comparative judgement

    Ian Jones and David Sirl

    Abstract
    It is relatively straightforward to assess procedural knowledge and difficult to assess conceptual understanding in mathematics. One reason is that conceptual understanding is better assessed using open-ended test questions that invite an unpredictable variety of responses that are difficult to mark. Recently a technique, called comparative judgement, has been developed that enables the reliable and valid scoring of open-ended tests. We applied this technique to the peer assessment of calculus on a first-year mathematics module. We explored the reliability and criterion validity of the outcomes using psychometric methods and a survey of participants. We report evidence that the assessment activity was reliable and valid, and discuss the strengths and limitations, as well as the practical implications, of our findings.

    Ian Jones
    Ian Jones obtained a PhD in Mathematics Education from the University of Warwick and is a Senior Lecturer in the Mathematics Education Centre at Loughborough University, UK. Prior to this he was a Royal Society Shuttleworth Education Research Fellow and taught in primary and secondary schools for ten years. His research interests are in school children’s learning of algebra and the assessment of procedural and conceptual understanding of mathematics.

    David Sirl
    David Sirl is a Lecturer in the School of Mathematical Sciences at the University of Nottingham. He is enjoying spending some time working with education researchers to explore new ways of improving teaching and learning.

    Skapad: 2018-01-04 kl. 00:00

  2. NOMAD – 22(4), 2017

    Volume 22, No 4, December 2017

    Volume 22, No 4, December 2017

    e-NOMAD

    [PDF] displays the full text pdf. The two most recent volumes are password protected. Use ”Open access” in the menu for full text of older articles.

    Editorial

    Simon Goodchild and Barbara Jaworski

    Developing practice through research into university mathematics education

    [PDF]

    Angeliki Mali and Georgia Petropoulou

    Characterising undergraduate mathematics teaching across settings and countries: an analytical framework

    [PDF]

    Suela Kacerja, Toril Eskeland Rangnes, Rune Herheim, Meinrad Pohl, Inger Elin Lilland and Ragnhild Hansen

    Stimulating critical mathematical discussions in teacher education: use of indices such as the BMI as entry points

    [PDF]

    Mervi A. Asikainen, Antti Viholainen, Mika Koponen and Pekka E. Hirvonen

    Finnish entry-level students’ views of teacher knowledge and the characteristics of a good mathematics teacher

    [PDF]

    Sinéad Breen, Niclas Larson, Ann O’Shea and Kerstin Pettersson

    A study of students’ concept images of inverse functions in Ireland and Sweden

    [PDF]

    Margrethe Naalsund and Joakim Skogholt

    Oral presentations as a tool for promoting metacognitive regulation in real analysis

    [PDF]

    Stephanie Treffert-Thomas, Olov Viirman, Paul Hernandez-Martinez and Yuriy Rogovchenko

    Mathematics lecturers’ views on the teaching of mathematical modelling

    [PDF]

    Ian Jones and David Sirl

    Peer assessment of mathematical understanding using comparative judgement

    [PDF]

    Barbro Grevholm

    Bokanmälan

    Innehåll: JH

    Skapad: 2018-01-04 kl. 00:00

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